Higher Education Skills and Work-based Learning最新文献

{"title":"Soft skills development in work-based learning: a systematic literature review","authors":"Iraia Urkia-Basterra, Ainara Imaz Agirre, Paula Álvarez‐Huerta","doi":"10.1108/heswbl-11-2024-0348","DOIUrl":"https://doi.org/10.1108/heswbl-11-2024-0348","url":null,"abstract":"Purpose The purpose of this systematic literature review is to identify which soft skills are developed during work-based learning (WBL) programmes in higher education contexts. Additionally, the study sought to identify strategies used to promote soft skills development within work-based learning programmes. Design/methodology/approach The authors used the PRISMA-P protocol to guide the methodology and ensure the transparency and reproducibility of the paper. In total, 36 papers were considered eligible from the search conducted in two databases between 2013 and 2024. Findings Findings indicate that while there is some overlap in the soft skills mentioned, great variety exists due to the complexity of soft skills frameworks. The soft skills most frequently referenced were communication and teamwork skills. Regarding strategies, a few articles mention reflection and personal connections for enhancing soft skills development; however, further research is needed in this area. Practical implications A clearer understanding of skill development could significantly benefit higher education institutions, students and related organisations. This understanding may enhance programme quality and better prepare students for their future. Originality/value Although research on the development of soft skills in the context of WBL programmes is still limited, there is increasing evidence suggesting they may be an effective means of fostering these skills. This paper presents an overview of the research conducted to date and outlines potential avenues for further investigation.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"http://ebiltegia.mondragon.edu/xmlui/bitstream/20.500.11984/6914/1/Soft%20skills%20development%20in%20work-based%20learning.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147896218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging pre-professional identities: the contribution of trustworthiness and academic socialisation to undergraduates’ employability","authors":"Maria Luisa Farnese, Paola Spagnoli, Liliya Scafuri Kovalchuk, Michael Tomlinson","doi":"10.1108/heswbl-02-2024-0040","DOIUrl":"https://doi.org/10.1108/heswbl-02-2024-0040","url":null,"abstract":"Purpose The evolving dynamics of the labour market make graduates’ future employability an important issue for higher education (HE) institutions, prompting universities to complement the conventional graduate skills approach with a wider focus on graduate forms of capital that may enhance their sense of employability. This study, adopting a capital perspective, explores whether and how teachers in HE, when acknowledged as knowledgeable trustworthy actors, may affect graduates’ employability. It investigates how they can mobilise undergraduate cultural capital through socialisation, and shape their pre-professional identity, paving the way for university-to-work transition. Design/methodology/approach To test the hypothesised model, a self-report online questionnaire was administered to a sample of 616 undergraduates attending different Italian universities. Multiple mediating models were tested using the SEM framework. Findings Results supported the tested model and showed that trust in knowledgeable HE teachers was associated with undergraduates’ perceived employability both directly and through both mediators (i.e. academic socialisation and identification with future professionality). Research limitations/implications This research explores a capital conceptualisation of graduate employability, identifying possible processes for implementing graduates’ capital across their academic experience and providing initial evidence of their interplay and contribution to transition into the labour market. Originality/value These findings provide empirical support to possible forms of capital that HE institutions may fulfil to enhance their undergraduate employability throughout their academic career, which serves as a liminal space allowing undergraduates to begin building a tentative professional identity.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"14 4","pages":"749-766"},"PeriodicalIF":0.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://eprints.soton.ac.uk/492753/1/HESWBL_accepted_.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147901622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How entrepreneurial environment and education influence university students' entrepreneurial intentions: the mediating role of entrepreneurial motivation","authors":"Jyoti Chahal, Muhammad Haroon Shoukat, Rami Ayoubi","doi":"10.1108/heswbl-10-2022-0206","DOIUrl":"https://doi.org/10.1108/heswbl-10-2022-0206","url":null,"abstract":"Purpose Underpinned by social cognitive and ecological systems theories, this research explored higher education students' entrepreneurial intentions (EI). It begins by exploring how various factors, including entrepreneurship education (EE), entrepreneurial motivation (EM) and entrepreneurial environment (EENV), contribute to the evolution of EI of students. Second, it examines the role of EM as an underlying mechanism between EE-EI and EENV-EI. Finally, this research explores how EENV moderates the EM and EI relationship. Design/methodology/approach The data were gathered from 366 college students pursuing higher education around India using a convenience sample technique. Partial least square structural equation modeling (PLS-SEM) was applied to SmartPLSv.3.3.9 software to analyze the data. Findings A direct relationship was found between EE, EENV and EM with EI. Moreover, this research found a partial mediation of EM between EENV-EI and EE-EI paths. Also, the results show that EENV strengthens the link between EM and EI links. Practical implications This study offers valuable insights that can guide government agencies and higher education institutions (HEIs) in reshaping the landscape of entrepreneurial education at the university level. This transformation encompasses the integration of work-based learning experiences as a conduit for equipping students with tangible skills and exposing them to the realities of entrepreneurship in the real world. Originality/value This research considerably contributes to the current literature on entrepreneurship at HEIs by merging social cognitive and ecological systems theories. This research is a pioneering input to examine the underlying mechanism of entrepreneurial motivation between EENV, EE and EI.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"4 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136229263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate employability skills of business students: the moderating role of reflective practices","authors":"Esther Asiedu, Ebenezer Malcalm, Afia Nyarko Boakye, Cornelius Kwarkoh Kwarkoh Amoah","doi":"10.1108/heswbl-12-2022-0264","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0264","url":null,"abstract":"Purpose The purpose of this study is to examine the moderating effect of the reflective practice of business students on how it helps to develop their employability skills through various university strategies. Design/methodology/approach The study employed a simple random sample to select undergraduate level 400 students from the Universities under study (the University of Ghana, University of Professional Studies Ghana, Lancaster University Ghana and Webster University Ghana). Only final-year students with an informed judgement on the reflective practice and various institutional practices to acquire graduate employability skills were participated. The independent variables of the study are institutional strategies (curriculum design, extra curriculum, work-integrated learning, career development centre, university collaboration with the industry, student engagement, internship job placement), the moderator is the reflective practice and the dependent variable of the study is graduate employability. Findings The study found that the moderation role of reflective practice had a significant effect on institutional strategies (extracurriculum, career development centre, university collaboration with the industry, student engagement and internship job placement) and graduate employability. Research limitations/implications The study was limited to only undergraduate business students from four universities ignoring other disciplines and postgraduate students. Practical implications The practical implication is that reflective practice must be an integral tool for various universities if they want students to use their strategies to sharpen their employability skills. Social implications The social implications of the study emphasise the reflective practice of graduate students in universities. This implies that firms and other institutions must consider reflective practice for the maximum output of their employees. Originality/value The concept of employability is a bit complex as it concerns many stakeholders of the educational process; the students, academic staff, employers, policymakers and higher education; the private sector; and the government. Although examining students' employability development skills is of great importance, students' reflective practice tends to be overlooked in most studies. Therefore, the focus of this study examines how the reflective practice of graduate students promotes employability through the various university strategies, which had not been considered.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"49 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135584912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Benefits of a short course on mental health well-being and resilience for healthcare workers in South Africa during the COVID-19 pandemic","authors":"Maneo Maiketso, Jacqueline Wolvaardt, Margot Uys, Marolien Grobler","doi":"10.1108/heswbl-11-2022-0247","DOIUrl":"https://doi.org/10.1108/heswbl-11-2022-0247","url":null,"abstract":"Purpose The study explored whether an asynchronous short online course in mental health well-being and resilience for healthcare workers (HCWs) showed improved self-reported results among participants during the second wave of the COVID-19 pandemic. Design/methodology/approach A descriptive cross-sectional study evaluated the course outcomes using the 10-item Connor and Davison's Resilience Scale, the World Health Organization's WHO-five well-being index and self-developed questions. Data were collected via online questionnaires before and after course completion. Findings A total of 1 301 HCWs participated. The highest proportion of participants was from South Africa (SA) (93.7%) and females (78.7%). Analysed mean pre- and post-training scores showed increased scores in all five domains: knowledge, confidence in course outcomes, behaviour, resilience and well-being. Confidence in the course outcomes was the only common significant construct for both well-being and resilience. Mindfulness activities (β = 0.12, 95%CI [0.032, 0.213], p = 0.008) and self-care behaviours ( β = 0.14, 95%CI [0.035, 0.241], p = 0.009) were significant predictors of participants' well-being. Coping mechanisms for stress ( β = 0.12, 95%CI [0.036, 0.21], p = 0.006) and connecting with a social support network ( β = 0.085, 95%CI [0.0007, 0.17], p = 0.048) were significant predictors of participants' resilience. Those working in the private sector, those working in clinical settings and those who were female showed significant associations with well-being and resilience. Research limitations/implications The results are self-reported data which may be susceptible to social desirability and acquiescent effects. There are no guarantees that positive effects observed during this study are sustained over time. The study sample was selective in that it excluded those who did not consent for the use of their data and those who did not complete the course. Originality/value The research is noteworthy as literature shows that female HCWs tend to have worse mental health outcomes than males in the same field. Online learning can enable HCWs to conveniently access mental health education, accommodate their work commitments and explore topics that are potentially stigmatising.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"78 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135808742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-designing doctoral programs to enhance postgraduate students' employability: insights from industry stakeholders","authors":"Raquel María Pérez-García, Amaya Erro-Garcés, Maria Elena Aramendia-Muneta, Antonio López Peláez","doi":"10.1108/heswbl-04-2023-0097","DOIUrl":"https://doi.org/10.1108/heswbl-04-2023-0097","url":null,"abstract":"Purpose Doctoral programs play a crucial role in promoting innovation and technology transfer in universities. To design these programs effectively and with a co-design perspective, it is essential to consider all stakeholders involved in the process, including teachers, students and employers. The main objective of this study is to enhance postgraduate programs to improve students' employability. Design/methodology/approach This empirical study was conducted over a three-year period and employed semi-structured interviews as its primary research methodology. In the first phase, 21 in-depth semi-structured interviews were conducted with managers from various sectors. The second phase involved 20 interviews, and the final phase of the study included 18 interviews with the same managers from previous phases. Findings The study's main results revealed that the international networks, language proficiency and analytical skills of doctoral students were highly valued by employers. The main findings come from companies with doctoral students. Therefore, the skills were identified during the learning experience of the PhD graduates in the companies. Practical implications The study's results can guide improvements in postgraduate program curricula and design to enhance students' employability. Originality/value This research presents a novel approach to its findings. On the one hand, the study's conclusions may provide valuable insights for business agents, encouraging them to hire PhD students. On the other hand, it aims to drive necessary changes that promote more PhD students' focus on non-academic careers, creating significant value for research and innovation in the private sector.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Higher education student engagement with online learning: the role of perceived value and academic entitlement","authors":"Hussein-Elhakim Al Issa, Mohammed Mispah Said Omar, Ayşem Çelebi","doi":"10.1108/heswbl-07-2023-0174","DOIUrl":"https://doi.org/10.1108/heswbl-07-2023-0174","url":null,"abstract":"Purpose The purpose of the study is to investigate the impact of perceived value and academic entitlement on the online engagement of university students. The mediating effect of technostress inhibitor and teacher behavior between perceived value, entitlement and student engagement was also examined. Design/methodology/approach The study used a quantitative research methodology, with data collected through a survey of 304 undergraduate students from a public university in Bahrain. Findings The findings showed that perceived value and academic entitlement were significant predictors of online student engagement. At the same time, only technostress inhibitor was found to mediate those associations. An unexpected result was entitlement's positive and significant impact on student engagement. Practical implications University decision-makers are strongly advised to enhance perceived value and support mechanisms for engagement, address technology-related concerns and improve teacher capacity and students' online learning experience. Originality/value The study makes a distinct contribution by investigating how perceived value, academic entitlement, technostress inhibitors and teacher behavior influence student engagement in the online higher education context.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EdTech applications and their adoption in Indian education sector–a bibliometric analysis and systematic literature review","authors":"Vaibhav Aaradhi, Debarun Chakraborty","doi":"10.1108/heswbl-09-2022-0192","DOIUrl":"https://doi.org/10.1108/heswbl-09-2022-0192","url":null,"abstract":"Purpose This research intends to analyse the trend in educational technology (EdTech) over the last 20 years using systematic scientific mapping and bibliometric analysis and how it relates to the Indian context. Considering the anticipated growth in this field over the previous three years post-pandemic, an existing literature analysis is required. This study aims to map the existing intellectual structure in EdTech applications to extend the knowledge base further in this field. This study also intends to research how the Indian education sector compares in terms of the research output for the EdTech sector, considering the increased government focus on online learning as per the education policy in 2020. The study's findings will pave the way for sustainable research that will be extended in the future. Design/methodology/approach Bibliometric analysis is conducted on the manuscripts extracted from Web of Science databases for the last 20 years (from 2003 to 2023). This study uses a descriptive research approach for bibliometric analysis as, by nature, this is an exploratory investigation, and no physical or existing experiment can be performed on the quantification, characteristic or productivity of EdTech applications. VoS Viewer and R software are extensively considered for a detailed bibliometric analysis. Findings E-learning, blended learning and distance education emerged as the most frequently used keywords. The results reveal that technology adoption, higher education, technology and modelling are the most researched topics in this field. Research limitations/implications This research is limited to the last 20 years' database obtained from the Web of Science database and limited to educational, management and operation databases only. Practical implications The paper intends to analyse the global scenario of EdTech research and ensures that the paper will effectively connect with researchers, educators, policymakers and practitioners from different parts of the world. The results derived from the bibliometric analysis, cluster analysis and identification of key authors, journals and countries can contribute towards the improved contribution in this area. Originality/value The paper discusses the research in EdTech over the last two decades and effectively tries to bridge the gap in global research. Integrating systematic scientific mapping and bibliometric analysis is an innovative way to assess the growth and impact of EdTech. Considering the post-pandemic scenario and the government's emphasis on online learning, these are consistent with current developments.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual stories of agency: an exploratory study into the pandemic impact on students' employability skills","authors":"Huong Lan Nguyen","doi":"10.1108/heswbl-05-2023-0111","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0111","url":null,"abstract":"Purpose This paper aims to investigate the impact of the COVID-19 pandemic on university students' employability skills and give insights into preparation for future crises that may happen. Design/methodology/approach Employing an interpretative phenomenological approach with the frame of social cognitive theory, the current study examined the changes in environmental, behavioral and personal elements of human functioning for employability skills being affected by the conditions during the pandemic. Findings Findings based on ten in-depth semi-structured interviews with students at universities in Vietnam highlighted that the global pandemic performed as both challenge and an opportunity for employability skills development, yet the extent to which the students can benefit from the new studying conditions attributed to each individual's initiatives in taking advantages of resources and acting against difficulties. Originality/value Whether the pandemic became a hindrance or a motivation for students' employability skills to develop and whether students effectively utilized an agency to overcome challenges and improved their skills after the pandemic have not yet been investigated. This study added to the body of literature regarding self-regulated learners by demonstrating agency in the learning process as well as how to manage careers and improve employability skills by making use of resources in disconnected settings.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"6 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A profile of core workplace skills in developing countries: utilizing PIAAC datasets","authors":"Xiao Xu","doi":"10.1108/heswbl-09-2022-0184","DOIUrl":"https://doi.org/10.1108/heswbl-09-2022-0184","url":null,"abstract":"Purpose Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries. Design/methodology/approach DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries. Findings A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile. Originality/value Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136211066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}