Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1846134

D. Yawson, F. Yamoah

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引用次数: 6

Abstract

ABSTRACT The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.

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理解商学院本科生就业能力嵌入式课程的教学要点：多代群体视角

就业能力和代际效应的概念是商业教育管理研究背景下的新兴学科，但它们在课程开发和丰富中的补充作用尚未得到探索。本研究采用与工作相关的就业能力课程，以267名不同代际的商学院本科生为对象，从学生利益相关者的角度考察了就业能力嵌入式课程中与工作相关的学习成果的代际效应。本研究显示，学生在不同年龄阶段的认知差异以X、Y、Z世代为代表，这也产生了不同的代际学习机会，各具特色。我们确定，多代大学生群体期望在设计和嵌入与工作相关的就业能力课程的同时，进行情境化的就业能力相关教学。我们表明，当不同的代际学习环境被纳入课程开发、交付和评估时，就业能力嵌入式课程可能会改善学生的就业能力决策。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.