Higher Education Skills and Work-based Learning最新文献

{"title":"Guest editorial: Adult and higher education in changing global contexts: innovative theory and practices from Asian countries and beyond","authors":"Q. Sun, Haijun Kang, Kristi Archuleta, Steve Lambert","doi":"10.1108/heswbl-06-2023-289","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-289","url":null,"abstract":"","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48286904","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":"Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus","authors":"R. Isusi-Fagoaga, Adela García-Aracil, I. Navarro-Milla","doi":"10.1108/heswbl-03-2023-0056","DOIUrl":"https://doi.org/10.1108/heswbl-03-2023-0056","url":null,"abstract":"PurposeThis paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy.Design/methodology/approachThe authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location – using regional dummies.FindingsThe results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus.Originality/valueAlthough Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48691773","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":"Fuzzy logic approach to assess the effectiveness of online course delivery in management education: a case of B-school from India","authors":"Rojalin Patri, Dhanya Manayath, Sanju Kaladharan","doi":"10.1108/heswbl-12-2022-0275","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0275","url":null,"abstract":"Purpose The future of management studies is invariably steering towards online and hybrid modes of course delivery. Therefore, assessing the effectiveness of online course delivery is exceptionally crucial. This study attempts to evaluate the effectiveness of online course delivery in management education involving the instructor, participant and technological component. This study contributes to the body of knowledge in three ways. First, the study proposes an approach to assess the effectiveness of online courses in management education. The study demonstrates this by taking a case study of a business school (B-school) in southern India. Second, the study identifies the shortcomings and areas that need improvement to enhance the overall effectiveness further. Third, the study outlines suggestive measures to improve the effectiveness of online course delivery by addressing technical, infrastructural, instructor and student behavioral components. Design/methodology/approach To accomplish the objectives, a case study approach has been adopted and fuzzy logic has been used as a methodology to assess the effectiveness of online course delivery in management education. Findings The findings suggest that instructors' use of cases and animation during online sessions, use of whiteboards, digital pens and other tools, attempts to draw participant's interest and the users' sense of belongingness in the online cohort, self-discipline and motivation from students' side, easy to use Learning Management System (LMS), audio-visual platforms, active electronic communication and training on the technical aspect of the online platform need to be improved to enhance the effectiveness of online course delivery further. The current effectiveness of online course delivery in the case of B-school was found to be “Fair,” which is average in relation to the effectiveness labels. Research limitations/implications This study doesn't investigate the factors that moderate the effectiveness of online course delivery and how the factors influence each other. Future research endeavors can be extended in this direction to enrich the body of knowledge with new insights. Apart from this, the results outlined in this study are about the status quo of the case B-school and can't be generalized. However, the methodology and approach can be adopted by other B-schools or higher educational institutes to measure the schools' and institutes' current level of effectiveness in online teaching. Originality/value So far, only a few studies have paid attention to the empirical assessment of the effectiveness of online course delivery consisting of engagement from the technical, instructor and participants' dimensions. This study proposes a novel approach to measure the level of effectiveness and identifies the shortfalls that impede good effectiveness in online course delivery.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135394941","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":"Exploring the impact of an industrial placement year on students' competency development: a three-cohort, longitudinal study","authors":"Helen Philippa Narelle Hughes, Maria Mouratidou, William E. Donald","doi":"10.1108/heswbl-02-2023-0044","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0044","url":null,"abstract":"Purpose Drawing on human capital theory and sustainable career theory, this paper aims to explore the impact of undertaking an industrial placement on the “Great Eight” competencies as perceived by university students and line managers. Design/methodology/approach 618 students and their line managers across three cohorts (pre-COVID-19) took part in a longitudinal quantitative study. Students completed a three-wave questionnaire at the placement's start, middle, and end. Line managers completed the questionnaire during waves two and three to offer 360-degree feedback. Descriptive statistics and repeated measures ANOVA were applied to the dataset. Findings The impacts of undertaking a placement were highly variable for different competencies at the sub-scale level, although at the eight-scale level, the nuance was less pronounced. However, students self-perceived that all eight competencies increased between the start and end of the placement. Surprisingly, line managers perceived students' competencies to be higher than perceived by the students. Originality/value The value of undertaking a placement is often poorly measured (e.g. satisfaction) rather than competency-based outcomes, which can lead to conclusions that are overly simplistic and difficult to use in practice. Theoretically, this study advances understanding of human capital theory and sustainable career theory by understanding the role placements can play in developing human capital and preparing university students for sustainable careers. Practically, the findings of this study can help to close the university–industry skills gap by informing curriculum and placement scheme design and supporting students to acquire personal resources and signal these to prospective employers as an antecedent to career sustainability.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135394957","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":"AsianCrit lens on Chinese international student multi-dimensional transitions and experiences in the US","authors":"Minghui Hou","doi":"10.1108/heswbl-12-2022-0286","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0286","url":null,"abstract":"PurposeThe purpose of this study is to examine Chinese international students' narrative stories, experiences and racial dynamics while studying in the United States to argue that Chinese international students navigate multi-dimensional transitions and experiences in different stages. This study uses an AsianCrit lens to address the gap in existing research focusing on Chinese international students' narratives and experiences.Design/methodology/approachNarrative inquiry with a social constructivist paradigm was used to provide an in-depth exploration of Chinese international students' navigation and negotiation in multi-dimensional experiences. Three phases of semi-structured interviews and journal entries were utilized to examine participants' experiences and struggles while studying in the United States. Descriptive coding, deductive coding and restorying were used to analyze and feather narrators' voices and stories for interpretation.FindingsThe findings in this qualitative study demonstrate that Chinese international students have unique backgrounds, and their backgrounds shape their multi-dimensional transitions and experiences in the present and the future. The findings address students' nuanced experiences in academic transitions and non-academic transitions with an AsianCrit lens.Practical implicationsThe study calls for higher education institutions to promote intercultural and international training for faculty and staff to better understand and support the unique needs of international students.Originality/valueUsing Multiple and Multi-dimensional Transitions theory with an AsianCrit lens helps make sense of the intersection of international student status, geopolitical tensions, racial dynamics and international student experiences.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44858206","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 three lenses approach to employability: transdisciplinary approaches to TNE students' careers education","authors":"L. Brammar","doi":"10.1108/heswbl-11-2022-0251","DOIUrl":"https://doi.org/10.1108/heswbl-11-2022-0251","url":null,"abstract":"PurposeThis paper aims to explore a transdisciplinary approach to the careers and employability education of transnational education (TNE) students of higher education. It proposes that an approach which adopts three lenses of academic study, lived experience and career stage can provide maximum benefits to the TNE students' careers education, particularly in response to the modern workplace. The study aims illustrate the potential benefits of such an approach to multiple stakeholders within higher education.Design/methodology/approachThis paper adopts a viewpoint approach drawing on higher education career service practitioner-based experience of using a specific approach to employability with TNE students studying with a large university based in the UK. Student evaluation data from this practice are referred to in the paper.FindingsThis paper provides insights into how this approach to employability was received by higher education TNE students who participated in a pilot project led by a higher education careers service, which adopted the three lenses approach.Originality/valueThis paper illustrates how a transdisciplinary approach to the careers and employability education of TNE students can be of significant value to the higher education students themselves, the institutions within which they study and the graduate recruiters looking to attract future employees for the workplaces of the future. It is hoped that by sharing this approach more stakeholders within the TNE and careers and employability communities within higher education will adopt a similar approach.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521135","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":"Building students' attachment strength with higher education institutes using intangible resources: role of institutional branding","authors":"Kriti Khanna, Jagwinder Singh Pandher, S. S. Bedi","doi":"10.1108/heswbl-03-2023-0076","DOIUrl":"https://doi.org/10.1108/heswbl-03-2023-0076","url":null,"abstract":"PurposeThe present study has been carried out to study whether and how different aspects of brand management (brand identity, brand image and brand meaning) are instrumental in maintaining and enhancing attachment strength of students with higher education institutes (HEIs). Further, to understand what brand management aspect channels the impact of what branding driver on attachment strength in most effective manner.Design/methodology/approachThe study analysed combined mediating effects as well as specific mediating effects to test the mediating role of brand management aspects.FindingsThe study reveals that brand image plays highest mediating role among all aspects of brand management. HEIs need to enhance service quality because brand image carries the highest influence of service quality on attachment strength. Similarly, brand identity carries the highest influence of heritage on attachment strength. Brand meaning carries the highest influence of competence and reputation on attachment strength.Research limitations/implicationsThe present study, based on empirical research, has built the framework and mechanism for creating attachment strength utilising the intangible resources of HEIs through brand management. The present study examines how specific intangible resources exhibit varying influences on attachment strength via distinct brand management mediation effects.Practical implicationsThe present study provides framework for designing branding strategies to build and channelise necessary intangible resources of branding for nourishing and nurturing attachment strength.Originality/valueThe present study contributes to scarce branding literature in context of HEIs. The study proposes role of HEI branding in developing students' attachment strength with their HEIs.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41704690","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 new validated model of leadership development in higher education; empirical assessment using universal attributes of spiritual intelligence","authors":"Chetan Prabhu, Mita Mehta","doi":"10.1108/heswbl-12-2022-0276","DOIUrl":"https://doi.org/10.1108/heswbl-12-2022-0276","url":null,"abstract":"PurposeHigher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership development among higher education students by validating the model conceptually and testing it empirically. Attributes of Spiritual Intelligence (SI) are empirically evaluated for leadership development post its conceptual validation.Design/methodology/approachThis article examined current theoretical frameworks and gaps in the literature. A total of 810 students were approached from Indian Higher education institutions for study. Data has been examined using the exploratory and then confirmatory factor analysis techniques to check the validity and reliability of the measuring instrument.FindingsThe empirical findings confirm that the eight new spiritual intelligence attributes defined and validated through this study can have a significant impact on the leadership development of higher education students.Practical implicationsEducational researchers have often found the construct of spiritual intelligence challenging to comprehend and implement in higher education institutions. The present study findings can be of great value to higher education institutions that will recognize the importance of spiritual values in holistic development including leadership development.Originality/valueThis paper initiates and validate a universal set of attributes of spiritual intelligence in the higher education domain that can be useful for leadership development. The uniqueness of this paper lies in the fact that the eight new attributes of SI defined are easy to comprehend and practical to use in daily academic life, and can be used by HEIs students irrespective of their spiritual beliefs. A validated model at one university could be replicated at other universities in India and around the world, not only for students but also for educators and administrators as well.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48659289","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":"Self-directed learning motivational drivers of working professionals: confirmatory factor models","authors":"H. Baber, V. Deepa, Hamzah Elrehail, M. Poulin, F. Mir","doi":"10.1108/heswbl-04-2023-0085","DOIUrl":"https://doi.org/10.1108/heswbl-04-2023-0085","url":null,"abstract":"PurposeAs learning at the workplace is predominantly self-motivated, this study is aimed to identify and categorize the motivational drivers for working professionals to pursue self-directed learning (SDL) at the workplace.Design/methodology/approachA total of 23 variables were identified as drivers for working professionals to initiate, pursue and sustain self-directed learning at the workplace through literature review, interviews and focused group discussions with senior leaders from the industry. The participants were a mix of senior professionals responsible for leading large teams in their organizations and those appointed as people development leaders in their respective organizations. A questionnaire was developed based on the identified drivers and administered online. Around 315 working professionals were surveyed. Structural equation modelling and confirmatory factor analysis (CFA) methods were used to verify the scale and assess its validity and reliability.FindingsThe results suggested that SDL motivational drivers for working professionals can be categorized into two broad categories, namely extrinsic (14 drivers) and intrinsic (9 drivers). Further, extrinsic drivers were subdivided into three categories: job expectations (6 drivers), negative consequence (2 drivers) and positive reinforcement (6 drivers) based on the initial exploratory and subsequent confirmatory analysis. The results suggest that job expectations and positive reinforcement positively influence the intrinsic motivation of an individual to pursue SDL and negative consequences negatively impact the intrinsic motivation.Practical implicationsThe findings from the study will be useful for human resource practitioners, managers and e-Learning companies to draw strategies for building an SDL culture. It also supports the advancement of research in adult education and learning in the workplace.Originality/valueA new scale to measure motivation for SDL by employees at the workplace is proposed. There are no scales available to measure employee motivation for pursuing SDL at the workplace to the best of our knowledge.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48837044","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":"Artificial intelligence and its influence in adult learning in China","authors":"Haijun Kang","doi":"10.1108/heswbl-01-2023-0017","DOIUrl":"https://doi.org/10.1108/heswbl-01-2023-0017","url":null,"abstract":"PurposeThis research aimed to examine the current status of artificial intelligence's (AI's) integration into Chinese adult education, by analyzing the influences that AI has had on current adult education practices in China and by discussing the opportunities and challenges that adult education in China is faced with under the rapid AI development in the past 12 years.Design/methodology/approachThis research employed systematic literature analysis. CNKI (China National Knowledge Infrastructure) Chinese Journals Full-text Database was used to collect scholarly publications on the use of AI in adult education in China that was published in the past decade. Data analysis included the following steps: identifying key words and phrases, detecting underlying meanings, searching for logical connections and relationships, collecting and connecting evidence to the research questions, and drawing logical and credible conclusions.FindingsThe findings indicated that AI has been gradually integrated into Chinese adult education through innovations and explorations and AI's influence is broad and profound. More specifically, the following five main themes were identified. The field's understanding of AI technology and AI's influence on adult education has evolved and become more comprehensive; AI challenges traditional Chinese adult education practices by helping to actualize personalized learning and precision education; AI transforms adult learning resource development; AI helps to turn learning environment into an open intelligent learning system; and lastly, AI urges the shift of adult educator's role in adult learning.Research limitations/implicationsThis study is not without limitations. Contextualized in China, this study shares the limitations with other single country studies. One such limitation is “cumulation” issue. This study should be replicated in other country contexts to further validate the generalizability of the five main themes identified in this research.Practical implicationsThe five themes identified in this study can help understand the promises and challenges that AI brings to the field of adult education in China. These five themes can also serve as an integrated lens through which one can make sense of AI's integration into other countries' adult education practices.Originality/valueThis paper fulfills an identified need of understanding the current status of AI's integration into and influence on the field of adult education in China.","PeriodicalId":45549,"journal":{"name":"Higher Education Skills and Work-based Learning","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47884388","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}