Todd J.B. Blayone, Olena Mykhailenko, Svetlana Usca, Anda Abuze, Ihor Romanets and Mykhailo Oleksiiv
Emerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia…
Abstract
Purpose
Emerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.
Design/methodology/approach
Survey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.
Findings
The factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.
Practical implications
The global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.
Originality/value
This study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.
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Lam Pham Tra and Thoa Dau Thi Kim
This study investigates the digital competence (DC) of undergraduate students, considering three key dimensions: use of Information and Communication Technologies (ICT) resources…
Abstract
Purpose
This study investigates the digital competence (DC) of undergraduate students, considering three key dimensions: use of Information and Communication Technologies (ICT) resources, knowledge about ICT resources, and attitude towards ICT. We also examined the relationship between these aspects in order to build a DC assessment framework.
Design/methodology/approach
A structured questionnaire was administered to students from several universities in Vietnam in order to assess their DC. A PLS analysis was conducted based on data from 551 valid responses.
Findings
Statistical analyses showed that the DC of students was quite low. The findings certify that knowledge of ICT resources is a total intermediate variable in the impact of attitude towards ICT on the use of ICT resources by students.
Practical implications
Our findings provide important implications for policymakers and teachers' insights for authorities, universities, and scholars to develop strategies for DC of students in higher education.
Originality/value
This study is the first to explore the DC assessment framework for students in higher education in an emerging market, Vietnam.