Higher Education Skills and Work-based Learning最新文献

{"title":"Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges","authors":"Tracey Bowen, M. Drysdale, Sarah Callaghan, Sally Smith, Kristina Johansson, Colin Smith, Barbara Walsh, Tessa Berg","doi":"10.1108/heswbl-05-2023-0115","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0115","url":null,"abstract":"PurposeThis study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.Design/methodology/approachA series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.FindingsThematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.Originality/valueThis study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49662683","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":"Ghana's textile and apparel sector: a strategic assessment of skills needs and development through the STED framework","authors":"Hod Anyigba, Alexander Preko, W. Senayah","doi":"10.1108/heswbl-12-2022-0290","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0290","url":null,"abstract":"PurposeThis study is to examine and develop sector skills strategies and action plans for the textile and apparel (T&A) sector.Design/methodology/approachThe paper used a participatory action qualitative method anchored on the Skills for Trade and Economic Diversification (STED) framework, utilising the workshop-based approach with 24 key stakeholders of the sector. Content analysis was used with the help of Nvivo software.FindingsThe findings revealed that there are skills shortages, skills gaps, skills mismatches and skills diversification programmes available through higher education and work-based learning. Further, there are labour supply challenges such as national skills policy and strategy, government and stakeholder coordination, funding, relevance of curriculum and qualifications, access to practicals and the absence of a clear national vision for the sector.Research limitations/implicationsThis study possesses an inherent limitation in terms of generalising the findings derived from qualitative research.Originality/valueThis research is among the first of its kind to assess skills needs and gaps through the lens of STED framework, which has been overlooked in previous literature. Importantly, this study provides vocational insights into skill needs in the sector.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47827819","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":"Understanding the characteristics of work that foster workplace well-being in an apprenticeship programme and their effects on apprentices' employability. Exploring the gender moderation effect","authors":"Ainhoa Ullibarriarana-Garate, Izaskun Agirre-Aramburu, Mikel Mesonero-De Miguel","doi":"10.1108/heswbl-12-2022-0268","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0268","url":null,"abstract":"PurposeThis study seeks to show whether workplace experience (WE) in an apprenticeship programme affects the duration of joblessness amongst recent university graduates and to determine the antecedents that support a workplace well-being experience during an apprenticeship programme. Additionally, the research introduces the moderating effect of gender in order better to understand under what circumstances apprenticeship reduces the time taken to find employment.Design/methodology/approachThe research proposes PLS equation modelling constructed with a sample of 129 students from the Business Administration and Management degree at Mondragon University.FindingsThe research finds that social support and job demand are key features of work that should be addressed to ensure a workplace well-being experience in an apprenticeship programme. In addition, a workplace well-being experience during apprenticeship reduced the time taken by students to access their first job. This means that job training in a company helps students get their first job, but it is not the primary factor. The study also shows that men who had workplace well-being experience in an apprenticeship programme take less time to find their first job.Originality/valueThe study proposes an exclusive analysis of apprenticeship programmes in higher education systems from the perspective of workplace well-being experience, based on the DCS model. This research also adds to the literature on apprenticeship by providing evidence that a positive experience of work during an apprenticeship programme facilitates undergraduate students in securing employment. Furthermore, this paper confirms that workplace well-being experiences in apprenticeship programmes constitute a valid tool for tackling youth unemployment, and finds that it is more efficient amongst males than females.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45645186","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":"Predicting student retention in higher education institutions (HEIs)","authors":"L. Addison, D. Williams","doi":"10.1108/heswbl-12-2022-0257","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0257","url":null,"abstract":"PurposeThis paper aims to provide a parsimonious but rigorous model to assist decision-makers to determine critical factors which can lead to higher graduation rates amongst higher education institution (HEI) participants. It predicts the odds of dropout amongst university students, using HEI data from a developing country. This is used as a basis for a Student Retention Predictive (SRP) Model to inform HEI administrators about predicted risks of attrition amongst cohorts.Design/methodology/approachA classification tool, the Logistic Regression Model, is fitted to the data set for a particular HEI in a developing country. The model is used to predict significant factors for student dropout and to create a base model for predicted risks by various student demographic variables.FindingsTo reduce dropout and to ensure higher graduation rates, the model suggests that variables such as age group, faculty, academic standing and cumulative GPA are significant. These indicative results can drive intervention strategies to improve student retention in HEIs and lessen the gap between graduates and non-graduates, with the goal of reducing socio-economic inequalities in society.Originality/valueThis research employs risk bands (low, medium and high) to classify students at risk of attrition or drop out. This provides invaluable insights to HEI administrators in the development of intervention strategies to reduce dropout and increase graduation rates to impact the wider public policy issue of socio-economic inequities.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44501666","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":"Student engagement through teamwork skills: the mediating role of psychological well-being","authors":"S. Bhargava, Renu Sharma","doi":"10.1108/heswbl-06-2022-0126","DOIUrl":"https://doi.org/10.1108/heswbl-06-2022-0126","url":null,"abstract":"PurposeThe study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.Design/methodology/approachThe study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.FindingsResults depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.Originality/valueThe study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44107230","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":"Drivers of strengthening university–industry collaboration: implications for favorable outcomes","authors":"Md Aktar Kamal, Souman Guha, N. Begum, Md. Abu Taher","doi":"10.1108/heswbl-10-2019-0151","DOIUrl":"https://doi.org/10.1108/heswbl-10-2019-0151","url":null,"abstract":"PurposeThe purpose of the study was to examine the factors that are important for strengthening university–industry collaboration (UIC). This study also investigates the outcome of UIC in the light of creativity, skill, knowledge, and research work.Design/methodology/approachA survey method has been used to collect data for the study. This study applied a purposive judgmental sampling technique where particular types of respondents like university faculty members and the top officials of the organizations were selected who are knowledgeable and can provide the desired information. The current study used the structural equation modeling method to analyze the data. In the first stage, this research assessed the demographic factors of the respondent. Then this study conducts confirmatory factors analysis and convergent and discriminant validity and reliability test. Finally, the hypotheses are tested by using nonparametric.FindingsThis study finds that knowledge transfer mechanism, governmental factors, organizational design factors, technology transfer and the collaborative network has a significant impact on strengthening UIC, which ultimately facilitates creativity, knowledge creation, skills development and supply of graduate according to the requirement of the industry, good research work.Originality/valueThe current study identified some important determinant that has a substantial influence on strengthening UIC. According to the study organizational design, government, technology, collaborative network and mechanism for knowledge transfer play very crucial roles in strengthening collaboration that ultimately increases the creativity, skills, knowledge and research capability of graduates.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44209738","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":"Health professions’ perspective on emergency remote education","authors":"C. Ribeiro, P. Ramos, Raimundo Nonato Bechara, Juliano Machado de Oliveira, Erika Bicalho de Almeida, Soraida Sozzi Miguel, D. Ricardo, Rodrigo Guerra DE OLIVEIRA","doi":"10.1108/heswbl-01-2023-0019","DOIUrl":"https://doi.org/10.1108/heswbl-01-2023-0019","url":null,"abstract":"PurposeThe COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.Design/methodology/approachInitially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.FindingsAlthough the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.Originality/valueTeaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46838834","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":"Start of the work-based learning revolution? The impact on academic quality of Dutch science masters, perceived by university professors","authors":"Saskia Grooters, Emma Zaal","doi":"10.1108/heswbl-05-2023-0120","DOIUrl":"https://doi.org/10.1108/heswbl-05-2023-0120","url":null,"abstract":"PurposeWork-Based Learning (WBL) is a form of practical learning that is still rare, yet upcoming in academic education. It differs mainly from classical approaches because work experience forms a key curriculum element. To enable WBL, a cultural change in academic landscape seems required, which depends on views and support of academic staff.Design/methodology/approachThe authors carried out a case study, in which the authors interviewed 20 Dutch science professors to examine their vision on the master track Science, Business and Policy (SBP), a WBL program offered for over 15 years.FindingsGenerally professors are positive about its added value and recommend the track, especially for students with career ambitions outside academia. WBL is perceived to have a positive contribution to academic level. Professors indicated that for academic skills development, compared with a traditional master's program, SBP is evaluated neutral to positive.Originality/valueAltogether the current climate at the university of Groningen towards WBL seems predominantly positive. The educational change towards a solid inclusion of WBL in the regular curriculum seems supported by one of the key players, the professors. This track could thereby be an example for other WBL programs worldwide.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49044572","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":"Preparing for the future: understanding collective grief through the lens of the Kubler-Ross crisis cycle","authors":"Trevor Gerhardt, Roman Puchkov","doi":"10.1108/heswbl-12-2022-0289","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0289","url":null,"abstract":"Purpose This paper explored collective grief through the case of a Business Management College which suddenly and unexpectedly went into administration. The aim was to gain and apply insight to future crises in collective grief such as what occurred during Covid 19. Design/methodology/approach 120 EVRE submissions with weekly reflective journal entries and 121 Capstone submissions including reflections were analysed as secondary textual data using content-thematic analysis and inferential statistics. Findings This study confirms the theory that grief is not linear. However, even though no positive correlation was found between two different cohorts (EVRE and CAPP submissions), who did experience the same crisis in different ways, those people did all seem to share the stage of avoidance. Research limitations/implications The textual data was limited in scope as not all students chose to express their grief through the written submission or the Kubler-Ross lens. Practical implications This research does suggest that initially, institutional responses to collective grief should address initial stages of “avoidance”. Social implications In responding to collecting grief, such as Covid 19, institutions need to recognise the non-linear process of grief and not expect a “one-size-fits-all” approach to be a viable solution. Originality/value There is not much research available looking at student experience and emotional pressures (if at all) collectively during a crisis.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"235 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696894","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":"Was transitioning to the virtual environment worth it: effects of different virtual team projects during the COVID-19 pandemic","authors":"Heather Carle, Cara-Lynn Scheuer, S. Swartz","doi":"10.1108/heswbl-12-2022-0285","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0285","url":null,"abstract":"PurposeThis study offers insight on the impact of virtual team projects (VTPs) of varying types (global vs domestic teams, technology vs non-tech projects) on competency and anxiety outcomes during the COVID-19 pandemic.Design/methodology/approachPaired-sample t-tests and ANOVA tests were performed on student survey responses pre- and post-engagement of different VTPs.FindingsThe results demonstrated positive effects of VTPs on intercultural sensitivity (ISS), computer self-efficacy, perceived ease of use of online learning and COVID-19 anxiety. ISS (“interaction confidence”) improved more for students in the global vs. domestic teams and technology-related outcomes (CSE, PEU and computer anxiety) and ISS (“respect for cultural differences”) improved more for students that participated in tech projects, whereas COVID-19 anxiety lessened more for those that participated in non-tech projects.Originality/valueThe study expands understanding of the Technology Acceptance Model and provides insight into the ISS literature showing that VTPs could be a worthwhile pedagogical approach for improving student competencies and anxiety during times of academic disruption, but that project type can influence these changes.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46604664","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}