Higher Education, Skills and Work-Based Learning最新文献

{"title":"The role of community colleges in preparing students with special and common skills for the workforce: a longitudinal case study","authors":"T. Gauthier","doi":"10.1108/heswbl-02-2023-0054","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0054","url":null,"abstract":"PurposeAmerican Community colleges are vital to the country's economic mobility and are leaders in developing and facilitating career, technical, and workforce education. This study explored employer perspectives on employees' common and specialized skills across industries in the United States.Design/methodology/approachEmployers were profiled for one year using a case study and content analysis method. They submitted performance records for at least three employees who graduated from community college career, technical, or workforce programs.FindingsData revealed that overall, employees were successful at work, but employers focused on employability skills across disciplines (common skills); specialized skills employers focused on were associated with business operations and processes and seemed to be something other than industry-specific technical knowledge.Originality/valueThis article and the research it refers to constitute original work that has not been reproduced or published. The value of this article is premised on new longitudinal data, which could be used to improve and progress institutional CTE and WD programs.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"5 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140441596","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 tailored innovative model of “research internship” aimed at strengthening research competencies in STEM undergraduates","authors":"Nitha Siby, Mohammad Ammar, J. Bhadra, E. Elawad, N. Al-Thani, Zubair Ahmad","doi":"10.1108/heswbl-07-2023-0180","DOIUrl":"https://doi.org/10.1108/heswbl-07-2023-0180","url":null,"abstract":"PurposeResearch internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.Design/methodology/approachThis study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.FindingsThe results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.Originality/valueThis tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"356 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140447118","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":"Social capital and career adaptability: the mediating role of psychological capital","authors":"Abdolrahim Gheyassi, Amir Alambeigi","doi":"10.1108/heswbl-02-2023-0021","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0021","url":null,"abstract":"PurposeThis study’s main objective is to determine the extent to which social capital and psychological capital can explain differences in career adaptability among higher education students.Design/methodology/approachThe study employed a quantitative approach, utilizing a survey research design. Data were gathered using an online questionnaire completed by 384 fourth-year undergraduate agricultural students in Iran. The inverse square root and multistage sampling methods were used to determine the sample size. The partial least squares-structural equation modelling (PLS-SEM) method examined the associations between latent variables.FindingsThe results suggest that social and psychological capital significantly influence the career adaptability of agricultural students, highlighting their significance in enhancing career adaptability. Moreover, psychological capital positively mediates the relationship between social capital and career adaptability.Practical implicationsAgricultural higher education institutions must focus on developing students' social and psychological capital to cultivate career adaptability in agricultural students. Agricultural higher education institutions, for example, should help students develop soft skills.Originality/valueThis study offers novel insights into the significance of individual resources, such as social and psychological capital, in enhancing the career adaptability of students. In addition, the key contribution of this study is the researchers' empirical evidence that multiple career resources are interconnected (social capital, career adaptability, and psychological capital).","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445721","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":"Shifting work competencies in an emerging economy: a comparison of accounting students’ perceptions of demand and supply","authors":"Nicholas Chandler","doi":"10.1108/heswbl-08-2023-0213","DOIUrl":"https://doi.org/10.1108/heswbl-08-2023-0213","url":null,"abstract":"PurposeThe purpose of this study is to ascertain which competences are seen by employers as important for accounting students in an emerging economy, to triangulate this list with the experiences of working students and compare with those work competencies acquired during the period of study.Design/methodology/approachThis study employs a novel mixed-method approach, with interviews of employers (n = 11) to identify key work competencies, and then with a quantitative study of working students (n = 184) to examine the work competency gap, using paired T-tests and mean weight discrepancy scores. The study was undertaken between September and December 2022.FindingsThe paper provides empirical insights into key work competencies in an emerging economy. There is a focus on technical skills at the university, whilst soft skills are preferred by employers. New key work competencies were uncovered relating to intuition, innovation and communicating in a foreign language. The key personal characteristics required for the job relate to change and uncertainty.Research limitations/implicationsA qualitative assessment of key work competencies of employers and the use of mean weighted discrepancy scores is recommended in further studies in this field.Practical implicationsPractical approaches for educators, government and employers are offered to address the increasing demand for soft skills and other work competencies specific to an emerging economy.Originality/valueThe study is set in an emerging economy, which is underdeveloped in this field. The findings inform key stakeholders with a vested interest in reducing the work competency gap.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"10 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958145","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":"Enabling student employability through volunteering: insights from police volunteers studying professional policing degrees in Wales","authors":"Ian Pepper, Colin Rogers, James Turner, Nick Louis, Bronwen Williams","doi":"10.1108/heswbl-09-2023-0253","DOIUrl":"https://doi.org/10.1108/heswbl-09-2023-0253","url":null,"abstract":"PurposeThis paper aims to explore perceptions and provides insights, from students who volunteer in policing whilst also studying the college of policing licenced professional policing degree (PPD) in Wales. It examines issues that act as enablers and blockers to volunteering in this public service, which also provides opportunities to develop their employability towards the careers to which they aspire. The paper provides insights from students and makes recommendations of interest to multiple stakeholders locally, regionally, nationally and internationally regarding attracting and recruiting volunteers.Design/methodology/approachFocus groups were conducted with students at three separate universities in the South and West of Wales. These undergraduate students were volunteers in different police forces and agreed to take part in connection with their experiences. The results were analysed using NVivo to establish commonalities.FindingsThe paper provides empirical insights concerning the issues surrounding the way those undergoing the process for recruitment as volunteers within policing are either hindered (blocked) or assisted (enabled). It identifies specific problematic areas as well as areas which have been of assistance. Policy makers, educators and recruiters should be aware of such blockers and enablers when considering adopting volunteering as an opportunity to enhance student employability. It also has resonance for other forms of volunteering in alternate public services.Research limitations/implicationsThis research is limited to those volunteers who are undertaking the licenced PPD at three separate universities in Wales. Although the research adds to the broader evidence-base with regards to volunteering and its use to enhance employability.Practical implicationsThe paper includes practical implications for multiple stakeholders including university programme educators, administrators and decision makers in policing with regards to volunteering, employability, programme structures and process management.Originality/valueThe research is based upon the experiences and perceptions of those individuals who are actually engaged in volunteering.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"26 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449691","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":"Work readiness and trending avenues for future studies: a systematic literature review and bibliometric analysis","authors":"B. Amarathunga, Ali Khatibi, Zunirah Mohd Talib","doi":"10.1108/heswbl-10-2023-0280","DOIUrl":"https://doi.org/10.1108/heswbl-10-2023-0280","url":null,"abstract":"PurposeThis study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR.Design/methodology/approachThe present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.FindingsThe findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum.Originality/valueThis study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"16 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958503","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":"The first national subject benchmark statement for UK higher education in policing: the importance of effective partnership and collaboration","authors":"Ian Pepper, Carol Cox, Ruth Fee, Shane Horgan, Rod Jarman, Matthew Jones, N. Policek, Colin Rogers, Clive Tattum","doi":"10.1108/heswbl-02-2023-0042","DOIUrl":"https://doi.org/10.1108/heswbl-02-2023-0042","url":null,"abstract":"PurposeThe Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.Design/methodology/approachOver 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.FindingsThere is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.Practical implicationsA collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.Social implicationsThe SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.Originality/valueThe SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958321","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":"Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study","authors":"Mohamed Mousa, R. Ayoubi, Vesa Puhakka","doi":"10.1108/heswbl-06-2023-0163","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-0163","url":null,"abstract":"Purpose This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?Design/methodology/approach A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.Findings The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.Originality/value This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139853859","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":"Able or disabled: why should neurodiverse students experience improved access to public universities? An exploratory study","authors":"Mohamed Mousa, R. Ayoubi, Vesa Puhakka","doi":"10.1108/heswbl-06-2023-0163","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-0163","url":null,"abstract":"Purpose This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?Design/methodology/approach A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.Findings The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.Originality/value This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"65 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139793954","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 research trends of metaverse in education: a bibliometric analysis","authors":"M. Akhil, Remya Lathabhavan, Aparna Merin Mathew","doi":"10.1108/heswbl-06-2023-0156","DOIUrl":"https://doi.org/10.1108/heswbl-06-2023-0156","url":null,"abstract":"PurposeBy a thorough bibliometric examination of the area through time, this paper analyses the research landscape of metaverse in education. It is an effort that is focused on the metaverse research trends, academic production and conceptual focus of scientific publications.Design/methodology/approachThe Web of Science (WoS) database was explored for information containing research articles and associated publications that met the requirements. For a thorough analysis of the trend, thematic focus and scientific output in the subject of metaverse in education, a bibliometric technique was used to analyse the data. The bibliometrix package of R software, specifically the biblioshiny interface of R-studio, was used to conduct the analysis.FindingsThe analysis of the metaverse in education spanning from 1995 to the beginning of 2023 reveals a dynamic and evolving landscape. Notably, the field has experienced robust annual growth, with a peak of publications in 2022. Citation analysis highlights seminal works, with Dionisio et al. (2013) leading discussions on the transition of virtual worlds into intricate digital cultures. Thematic mapping identifies dominant themes such as “system,” “augmented reality” and “information technology,” indicating a strong technological focus. Surprisingly, China emerges as a leading contributor with significant citation impact, emphasising the global nature of metaverse research. The thematic map suggests ongoing developments in performance and future aspects, emphasising the essential role of emerging technologies like artificial intelligence and virtual reality. Overall, the findings depict a vibrant and multidimensional metaverse in education, poised for continued exploration and innovation.Originality/valueThe study is among the pioneers that provide a comprehensive bibliometric analysis in the area of metaverse in education which will guide the novice researchers to identify the unexplored areas.","PeriodicalId":502760,"journal":{"name":"Higher Education, Skills and Work-Based Learning","volume":"87 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612787","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}