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Article
Publication date: 12 June 2017

Dean Roepen

The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into…

1561

Abstract

Purpose

The purpose of this paper is to explore non-technical skills from the perspective of Australian business graduates who had recently made the transition from higher education into full-time employment.

Design/methodology/approach

A mixed-methods approach was applied through the use of an online survey containing closed and open-ended questions pertaining to graduates’ perceptions of the relative importance of non-technical skills, as well as graduates’ overall confidence levels in displaying these skills within the workplace. Data were analysed and further explored through 12 follow-up qualitative semi-structured interviews by using a constant comparative approach to identify common themes and factors.

Findings

The study revealed that the non-technical skill of self-management was reported as the most important skill for graduates who were managing the transition from higher education into the workforce. The non-technical skills which were classified to be associated with workplace socialisation and familiarisation were rated higher than those which were classified as being related to task completion.

Practical implications

Graduates commencing employment within a new workplace environment can benefit from the strategies reported, which assisted with the processes of workplace socialisation and familiarisation.

Originality/value

Perceptions of non-technical skills, from the perspective of graduates who are managing the transition process from higher education into full-time employment remains a relatively unexplored area within existing literature. This study reveals new insights into the experiences of graduates who are likely to be engaged with the issues surrounding the disparity between the expectations of higher education, industry, and the graduates themselves.

Details

Education + Training, vol. 59 no. 5
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 17 August 2010

Linda Riebe, Dean Roepen, Bruno Santarelli and Gary Marchioro

The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively…

19838

Abstract

Purpose

The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork.

Design/methodology/approach

A three‐phase approach to teaching teamwork was introduced. Tuckman's model of team development was explicitly taught and used as the conceptual framework for the student teamwork process. Assessments were constructively aligned to address team skills and engage students in team processes. A questionnaire was developed to guide team member expectations of teamwork. Two online surveys tracked the development of student team skills and were used in feedback loops for student learners and facilitators. The use of reflective weblogs provided insights to student perspectives.

Findings

Student engagement in teamwork was aided by the use of team surveys to assist students to explicitly make connections with the generic skills underpinning effective teamwork and a questionnaire to establish team norms. The teaching strategies employed developed a greater level of awareness in students, contributing to the development of their team skills.

Practical implications

The student experience of working in teams can be enhanced by providing a clear, conceptual framework for developing team skills. The teaching practices implemented can be replicated and address student perceptions of working in teams in order to effect positive change and develop transferable team skills.

Originality/value

The case study highlights the applicability of explicitly teaching team skills to positively enhance the student experience in a unique generic skills programme.

Details

Education + Training, vol. 52 no. 6/7
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 17 August 2010

Carl Senior and Robert Cubbidge

The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age…

2046

Abstract

Purpose

The purpose of this paper is to place all of the contributions to this special issue into a theoretical framework and to highlight the role that the so‐called “information age mindset” has in the facilitation of employability skills.

Design/methodology/approach

The paper discusses the major themes of this special issue.

Findings

Undergraduate students do see the importance of technological innovation in the classroom but they see the development of experiential or work‐based skills to be more important.

Practical implications

Future curriculum design should consider the expectations and attitudes of the modern day undergraduate student to ensure that potential employability is maximised.

Originality/value

The findings are placed into the wider context of the emerging field of evolutionary educational psychology.

Details

Education + Training, vol. 52 no. 6/7
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 26 March 2019

Christine Bilsland, Leanne Carter and Leigh N. Wood

Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The…

1111

Abstract

Purpose

Research into employability initiatives such as work integrated learning (WIL) in transnational education (TNE) is scarce, and the alumni voice in TNE is largely unreported. The purpose of this paper is to contribute to TNE research by investigating the value of internship electives in the TNE campus location.

Design/methodology/approach

A grounded theory approach employed semi-structured interviews with local business undergraduate alumni in Vietnam.

Findings

Internships were instrumental to local graduate employment transitions. University support of WIL internships was a valuable differentiator in the Vietnamese university context, where internships lack formal support mechanisms. Alumni regarded internships as transformational learning journeys, rather than simply as pathways to post-graduate jobs.

Research limitations/implications

The scope of the study was Vietnam. Findings imply the importance of incorporating local stakeholder perspectives into TNE, particularly regarding WIL.

Practical implications

Universities that operate in transnational environments must meet local stakeholder needs by providing authentic, industry-related learning activities. The findings support the integration of WIL internships into TNE programmes in Vietnam and further research relevant to other TNE contexts.

Originality/value

The study contributes to underdeveloped TNE research around employability in general, and more specifically about the particular value of internships in TNE campus locations. Alumni stakeholders constitute uniquely valuable feedback sources based on their shared experience as TNE students, interns and graduate employees in local work environments. Their insights enable universities to facilitate locally relevant learning outcomes.

Details

Education + Training, vol. 61 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 12 August 2020

Elena Urquía-Grande and Raquel Pérez Estébanez

The purpose of this research paper is to analyse the internship expectations gap amongst the three main internship stakeholders: employers (company supervisors), academic…

1639

Abstract

Purpose

The purpose of this research paper is to analyse the internship expectations gap amongst the three main internship stakeholders: employers (company supervisors), academic supervisors and students, in an effort to detect the variables which could assist closing the gap between students' perceptions and the labour market employers and then, between the academic supervisors in Higher Education Institutions (HEIs) and the students. This paper analyses firstly, the variables that determine students' perceptions and overall satisfaction with the internships. After, it examines the differences with the employers' expectations of the interns' performance. Finally, this paper analyses the variables that determine the academic supervisors in HEIs grading of the interns with the overall satisfaction about the students' internship performance. This research serves as a guide for the improvement, refinement and expansion of university internship programme design together with internship best practices definition to close the expectation gaps between the HEIs and the Business World.

Design/methodology/approach

Two quantitative surveys were designed to measure students' and employers' perceptions of the internships. Additionally, one semi-structured qualitative interview is performed to deepen understanding of each student's perception of the internship. The authors perform a triangular analysis of students' perceptions and employers' (company supervisors) and academic supervisors' expectations. A T-test analyses the differences between cognitive, transversal and social skills developed in an internship as perceived by students and employers (company supervisors). Finally, linear regressions are run both to identify the variables that determine the students' internship overall satisfaction and also detect the variables that determine the final internship grade assigned by the academic supervisor from the university.

Findings

The authors highlight the following interesting findings. While the students feel that the internships are highly useful and perceive that they were fully integrated into the company's culture, they also state that they learn how to develop their transversal skills much more than the cognitive skills learnt in the whole study programme in their degrees. In parallel, employers (company supervisors), for their part, perceive that students have strong social skills and adjust perfectly to the company's culture, but expected the students to have more creativity and cognitive skills. Finally, the academic supervisor's value the students' written skills together with the company's supervisor valuation more than the students' transversal skills. These main expectation gaps detected must be solved to improve internship outcomes and closing the gaps between the Higher Education and Business World. These findings consolidate existing research and add more quantitative results contextualised to Spanish Higher Education Institutions.

Research limitations/implications

The limitations of this research are that it only embeds a HEIs in Spain and the sample should be enlarged with more universities not only from Spain but also from around the world. Thus, the findings in this research can be used to improve the internship programme in this HEIs and its best practices, however they cannot be extrapolated to other HEIs still. Nevertheless, other HEIs can learn from this experience. Regarding the surveys these can be reviewed and homogenised for the student's perception items to be more aligned with the company supervisor's expectations and the academic supervisor's requirements of an internship. As implications, the authors have divided them into theoretical and practical. From the theoretical point of view, there needs to be more research about internships done in Economics, Law and Business Degrees field. From the practical point of view, the authors highlight several implications. First, HEIs must develop internship programmes further and promote the three stakeholders, employer–academic supervisor–student communication more fluid. This communication flow will maximize and align both employer and academic supervisor expectations about the students' performance in their internships. This way, student perceptions of their internship experience will improve and align further. Second, internships must be promoted in the Economics and Business Degrees as they are a unique opportunity for students to apply cognitive, transversal and social skills acquired in their study programmes, developing themselves as future professionals. Third, there is a growing need for HEIs to strengthen links with different companies, not only to teach students the skills employers' value but also to ensure that graduates are aware of what is happening in the labour market. Finally, through the internships developing further, academic supervisors must open their assessment to the students' professional skills (critical thinking, creativity, capacity to solve short term problems efficiently,) aligning with labour market needs.

Originality/value

This paper is significant because it shows the growing need for universities to strengthen links with a variety of companies (Business World). Internships are becoming compulsory, having assigned a high percentage of European Credits Transfer System (ECTS) credits to students' Grade Point Average (GPA) in Economics, Law and Business. This research work shows HEIs should improve internship design to close the gap between Higher Education's supply of graduates and the business world's demand for adequately prepared professionals. The results in this paper can help the academic actors start improving the internship design and best practices definition.

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Article
Publication date: 5 April 2019

Stella Williams, Anatoli Karypidou, Catherine Steele and Lorna Dodd

The purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. The study explores differences in the implicit employability…

1022

Abstract

Purpose

The purpose of this paper is to adopt the perspective of personal construct theory to conceptualise employability. The study explores differences in the implicit employability theories of those involved in developing employability (educators) and those selecting and recruiting higher education (HE) students and graduates (employers).

Design/methodology/approach

A repertory grid technique (RGT) was employed to uncover the implicit theories of 22 employers and 14 educators across the UK.

Findings

A total of 717 constructs were elicited. A differential analysis of data gathered demonstrated several areas of consensus among employers and educators (including emotional management, confidence, professionalism), as well as divergence in representations of commitment, proactivity, interpersonal competencies and vision to the conceptualisation of employability.

Practical implications

Findings from this analysis indicate a need to integrate group process assessments within undergraduate programmes and recruitment procedures.

Originality/value

This study represents a personal construct approach to employability, utilising the unique value of RGT to further inform our understanding of employability within an HE context. This study contributes to an understanding of employability as a continually re-constructed concept. This study provides insights to its nature via two information rich cases that have extensive knowledge on the topic.

Details

Education + Training, vol. 61 no. 4
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 11 June 2018

Meena Chavan and Leanne Carter

The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world…

2748

Abstract

Purpose

The purpose of this paper is to explore the expectations and reality perspectives accrued in a preliminary management course and understand if they impart and embed real-world skills and develop work readiness.

Design/methodology/approach

Primary data collected for the research were qualitative. A total of six focus groups were conducted with a total of 52 students enrolled at a large metropolitan university in Australia. NViVO was used to code and analyse the data.

Findings

The study found that at the commencement of university studies, the expectations were simple like, making new friends, getting around the campus and settling well into the university culture, which over time extended to getting a part-time job, securing internships, memberships of associations, desire to participate in exchange programs and get work-ready by the close of the first year. The research outcomes show that those who held a part-time job while studying demonstrated a better understanding of the preliminary management subject matter taught in class and obtained better grades. Primarily, the preliminary management course did not specifically impart work-ready skills and it would be fitting to embed employability skills in the management curriculum from the commencement of their programs in the first year.

Research limitations/implications

Qualitative research is used to comprehend a research problem from the outlook perspectives of the local population it involves. The limitations of this methodology includes no objectively verifiable result, adept interviewing skills for interviewers, slow and time consuming during interviewing process and intensive category process also as qualitative inquiry is normally open-ended, the participants have more control over the content of the data collected.

Practical implications

The lack of skill mismatch and graduates who are not work-ready incurs significant economic and social costs. A number of policy implications emerge due to university-labour market links and skills mismatches and the impact on students and the labour market. The rise in unemployment and the skills mismatch seen after the economic crisis requires immediate attention. Job creation is crucial but so is the need to develop graduate with appropriate matching skills and qualities to do the job. Mandatory internships, apprenticeships and on-the-job training for university students would help. Governments can provide financial incentives and subsidies to organisations providing the above services and working cooperatively with the universities to get students work-ready. Universities must raise the educational requirements over time as jobs become more complex. Universities can build communities of practice with the assistance of this scheme to enable students to interact with the industry professionals. An additional year of vocational training could be recommended for the graduating students. This would help the young graduates to get work-related skills. Wheelahan et al. (2015) state that building better links between education and work can help provide a more rational approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this.

Social implications

This requires a combined effort from all stakeholders. A systematic approach needs to be adopted. First, the gap between the knowledge provided by the universities and the skills required by the employers need to be reduced. Second, the employers and the universities should keep a watch on the labour market and develop strategies to meet the dynamic requirements of the labour market collaboratively. Third, career guidance will help inform students make a career choice to match the labour market opportunities. This should be a part of the policy agenda for responding to the lack of work-ready graduates in the labour market.

Originality/value

Learning and teaching activities must include industry interface and engagement right from the first year at university. The main findings from this research indicated the need for better understanding of first-year students’ expectations. The two significant student expectations that emerged were “need for collaborations” and “industry interface”.

Details

International Journal of Educational Management, vol. 32 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 13 December 2022

Simon Howell, Wayne Hall and David Geelan

This study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability…

239

Abstract

Purpose

This study was conducted to gain a better understanding of engineering students' perceptions of the meaning of employability and the activities that contribute to employability development.

Design/methodology/approach

A survey was used to take a cross-section of student perspectives at key stages in the degree, and was followed by a series of focus groups to further explore student opinions on employability. Responses to selected open-ended questions and relevant sections of focus group transcripts were analysed using a thematic analysis approach.

Findings

It was found that students have different perspectives on the meaning of employability, with the majority describing employability as having the right skills, attributes or competencies. Employability development activities were integrated into three broad categories: developing engineering knowledge, skills and industry experience; career building and industry awareness; and degree progression and completion. Participants also identified barriers to employability development and suggested areas for improvement.

Practical implications

The study recommends university staff ensure there is a shared understanding of employability within the student cohort by explicitly reframing employability as being about becoming a professional and that students are repeatedly exposed to the relevant set of industry competencies or standards. The study also outlines a range of activities that students connect to their employability development.

Originality/value

The findings of this study will assist university staff across the sector to make decisions about how they can best support employability development in their undergraduate students.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 1
Type: Research Article
ISSN: 2042-3896

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