Showing papers in "Higher Education, Skills and Work-based Learning in 2018"

Improving employment outcomes of career and technical education students

Abstract: Purpose In this rapidly changing world, we are experiencing the fourth industrial revolution, known as “Industry 4.0,” that requires education systems to redesign qualifications in order to meet the needs of an individual and the workplace of the digitized economy. The purpose of this paper is to provide an overview of the relatively new approaches being explored mainly in the UK and Australia within the higher education (HE) sector and to propose a framework with selected career training pathways for the tertiary education system within the Australian context. The implementation plan postulated from the reports of recent studies conducted in England’s apprenticeship system is intended as a guideline for facilitating a sustainable career and technical education (CTE) with three pillars of innovation, integration and collaboration in order to improve employment outcomes required for the digitized economy in Australia. Design/methodology/approach This study adopts a descriptive, pragmatic research methodology to review and analyze education methods found in contemporary degree and vocation programs, particularly the degree apprenticeships adopted in England. This approach is used to explore, explain and develop a framework for student-centric apprenticeship options in CTE with graduate outcomes in the re-designed HE programs to successfully meet the needs of Industry 4.0 workplaces in Australia. Findings A student-centric framework is designed for HE programs with a proposal to include practical variations in apprenticeships to embrace flexible structures and industry responsiveness. The paper develops tactical plans and implementation flowcharts for the proposed framework with four CTE pathways, such as degree apprenticeships, start-up focus degrees, tailored studies and multiple majors that are designed for tertiary education programs to meet the dynamically changing employment needs of industry. Originality/value This proposal is a relatively new approach to improve employment outcomes of students undergoing degrees and vocational education with a focus on apprenticeship in four different forms. The strength of this pragmatic approach is in providing an insight into “what works” through a set of flexible, sustainable and practical implementation plan for the proposed CTE pathway framework in order to meet the future need of re-skilling and training for the digital economy.

Sustainability in the professional accounting and finance curriculum: an exploration

Abstract: Whereas the integration of sustainability into business schools has received increasing attention in recent years, the debate continues to be generic rather than recognising the peculiarities of the more quantitative sub disciplines such as accounting and finance which may of course be intimately linked to professional standards The purpose of this paper, therefore, is to examine the extent to which sustainability is integrated into accounting and finance curricula in business schools, how, and to understand some of the challenges of doing so,This paper presents the findings from a systematic form of literature review which draws on the previous literature about how sustainability is embedded into business school curricula and the challenges in doing so A particular focus is placed on how the ways in which sustainability is integrated into accounting and finance curricula in business schools,The paper demonstrates that accounting and finance lags behind other management disciplines in embedding sustainability and that institutional commitment is oftentimes a strong imperative for effective integration of sustainability,This paper is a call to practitioners and researchers alike to explore new ways of integrating sustainability in the accounting and finance curricula, including working across boundaries to provide learning opportunities for future accountants, financial managers and generalist managers,The paper offers an original analysis and synthesis of the literature in the context of the accounting and finance curricula in business schools, and proposed a conceptual framework to further develop sustainability education in the context of business schools

Perceived value of internship experience: a try before you leap

Abstract: The purpose of this paper is to examine how internship value is manifested in the context of a business school. The authors have examined the internship experience in terms of experiential learning and employability. Specifically, the authors investigate the factors that determine internship at four phases: design, conduct, evaluation and feedback.,The authors have applied a mixed method approach. In all, 110 students of a busines school were first surveyed on their expectation, motivation and level of preparation through a self-administered questionnaire before internship. Based on the survey result, eight of these students were interviewed in details about internship expectations from industry, the selection process for internship, communications or exchanges between intern and companies prior to internship and perceived industry expectation from interns. At the next phase, authors used a qualitative research approach by conducting semi-structured, in-depth interviews with 14 interns and their mentors after internship period. They were interviewed on design, conduct, evaluation and feedback process of the internship. Interviews tried capture what kind of leader-member exchange led to satisfactory internship experience and outcome from view of both inter and mentor.,The authors find that at various stages of internship program quality of mentor – intern exchanges (as defined by leadership exchange theory), and task characteristics as indicated by autonomy, task variety, task significance and performance feedback determine intern’s performance. An intern’s performance is antecedent to an intern’s and a mentor’s satisfaction and overall internship value. The authors also found that intrinsic capability of intern such as critical thinking ability and learning orientation result in enhanced value of internship experience. The proposed models, postulate that at designing stage, lower the level of communication from employers, higher the feeling of ambiguity and lower the perceived internship value in terms of experiential learning and perceived employability. Feeling of ambiguity is moderated by existence of prior work experience of interns. At conduction stage, mentor-intern exchange is directly related to flexibility in structure of the program and inversely related to dependency on peer learning. Mentor-intern exchange also related to mentor and intern’s learning value. However, the learning value is moderated by learning orientation of the intern.,The authors have tried the summer internship experience from the perspective of interns and mentors. This is the uniqueness of the research.

The effect of supervised work experience on the acquisition of employability skills among Malaysian students

Abstract: The vocational education and training (VET) system needs a future change in order to be more accountable to employers (and their associations) for training outcomes that match employer expectations. As part of this, an important focus is employability skills that go beyond work-related technical and interpersonal skills to include employer-preferred values, attitudes and personality dimensions. The purpose of this paper is to determine the effect of supervised work experiences (SWEs), among other factors, on undergraduate vocational trainees’ acquisition of employability skills.,A total of 138 respondents ranging in age from 17 to 24 years who successfully completed their two years program awarded with Malaysian Skill Certificate were included. They were divided into two sub-populations, trainees participating and trainees not participating in the SWE. Descriptive analysis, Correlation and ANCOVA were applied for data analysis.,The results showed that participating students achieved a moderately higher level of employability skills compared to students not participating in the SWE. The findings also revealed other factors contributing to the acquisition of employability skills, including gender, age, work experience, self-concept and achievement motivation. However, achievement motivation was found to be significantly related to the acquisition of employability skills. Therefore, participation of vocational trainees in the SWE influences the acquisition of employability skills which are identified as career success skills and could facilitate youth in transition from school to work.,Although the research has reached the aims, there were a few limitations which may effect on generalization of the findings. Because of the limit access to students from all majors in vocational training, this study focused on six types of skills. In addition, the number of participants from different courses was not equal.,The research findings also imply several practical implications. First, based on the finding, it can be suggested that industries provide students’ vocational training under supervision of expert in their course area in order to enrich the level of trainees’ acquisition of employability skills. Second, referring to the finding, focusing on the key aspects of employability skills, industries can improve the trainees learning process and producing workers with abilities to allow them to interact with job duties in the organization of workplace.,This study can serve as a model for evaluation when implementing school to work programs.

Using sociocultural insights to enhance work-integrated learning

Abstract: When learning in the workplace is conceptualised as a social process, different social or cultural features of workplaces may enable or constrain students’ learning. The purpose of this paper is to understand the views of students, workplace supervisors and university academics concerning sociocultural features that influenced work-integrated learning (WIL) experiences.,An interpretive case-study methodology, incorporating questionnaires and semi-structured interviews was used to determine the views of stakeholders involved in WIL experiences in a sport undergraduate degree.,Students’ learning was enhanced when they participated in authentic activities, worked alongside colleagues and could assume increasing responsibility for roles they were given. Social experiences, interactions and activities provided them with opportunities to access individual, shared and tacit knowledge, to learn about language, processes and protocols for interacting and communicating with others, and to become aware of the culture of the workplace. When students successfully acquired this knowledge they were able to “take-on” the accepted characteristics and practices of the workplace community – an outcome that further enhanced their learning.,Students need to understand the social and cultural dimensions of how the work community practices before they begin WIL experiences. Practical ways of addressing this are suggested.,This paper conceptualises WIL as learning through the “practice of work communities” whereby through the activities of the community students can access knowledge in a way that may differ from what they are familiar with from their experiences within the university environment.

Social innovation and sustainable tourism lab: an explorative model

Abstract: The purpose of this paper is to devise an experimental lab like infrastructure in the higher education connecting social innovation with sustainable tourism.,In order to model a laboratory of social innovation and sustainable tourism lab (SISTOUR-LAB), the method of agile research was employed. This method involves the creation of successive and accumulative prototypes of four kinds: conceptual, relational, functional and transferable. Thus, agile research enables the integration of different social perspectives into the same prototype in a recursive manner.,The SISTOUR-LAB is a work-based learning strategy that allows for the development of a mapping process on tourism vulnerabilities (linked to opportunities for social innovation); the development of experimental training in prototyping social innovations on sustainable tourism; the design of hybrid social innovation business models linked to sustainable tourism; and the development of a relational model of evaluation linking together social innovation competencies with processes of transition toward sustainable tourism.,The SISTOUR-LAB is a prototypical lab that combines social innovation and sustainable tourism in an experimental setting. The SISTOUR-LAB has been modeled based on the agile research method, but it will be necessary to test it empirically to stabilize the model. Once stabilized, the model shall lead to a better understanding of the relationship between work-based learning, social innovation and sustainable tourism in the area of higher education.,The SISTOUR-LAB has four implications: teachers: the SISTOUR-LAB provides teachers with a setting for the development of experimental education models that connect the problems of conventional tourism with social innovation in order to foster new learning environments oriented toward sustainable tourism; students: the SISTOUR-LAB enhances the employability of students since it connects them with agents and demands of touristic transition, while also fostering entrepreneurial development by means of improving the acquisition of social entrepreneurship competences for sustainable tourism; organizations: the SISTOUR-LAB provides an experimental setting for the prototyping of social innovations so as to assist organizations in the formulation of models, prototypes and evaluations that facilitate the transition toward sustainable tourism; policymaking: the SISTOUR-LAB promotes the design of evidence-based public policies, which fosters inclusive models of innovation and the regional monitoring of transitions toward sustainable tourism.,There exist little reference to the link between social innovation and sustainable tourism in the academic and institutional literature. The SISTOUR-LAB is a work-based learning strategy that fosters the structuring of experimental relations between social innovation and sustainable tourism by integrating touristic organizations to the development of competencies in higher education. The SISTOUR-LAB has programmatic and prospective value. It can be considered as a guide for the development of generative competencies, i.e. competencies that generate social innovations that impact chain triggers transitions toward sustainable tourism.

Total Interpretive Structural Modelling of predictors for graduate employability for the information technology sector

Abstract: The purpose of this paper is to present a qualitative analysis of the significant factors that influence graduate employability in information technology (IT) sector. This is imperative, given the rising “employability gap” confronted by this sector, especially in context of India. The key factors that influence graduate employability have been drawn from the literature. This research paper aims to conduct a preliminary validation of these predictors of employability and analyse the contextual relationship between them through Total Interpretive Structural Modelling (TISM) technique (Nasim, 2011; Sushil, 2012). This technique is an innovative version of Interpretive Structural Modelling proposed by Warfield (1973).,The antecedents of graduate employability have been identified through qualitative analysis of available literature. Further, TISM has been used to derive a structural model and analyse the contextual relationship among these identified antecedents. The structural model has been derived through in-depth interviews with experts that include senior middle management professionals from reputed IT companies in India. The developed TISM model has been further validated through assessment surveys with a larger set of domain experts to enhance the credibility of the obtained results.,Based on the data collected from the domain experts, eight elements including employability and its seven antecedents were hierarchically modelled into four levels. While all the seven identified factors were endorsed by the industry experts as the drivers of employability, some of the key factors affecting employability emerged to be technical specialties knowledge, technology management skills and communication skills. Furthermore, the developed model has been subsequently validated and accepted based on the results of the assessment surveys conducted with a larger set of domain experts.,The findings are expected to help the graduates seeking jobs in IT and allied sectors and the higher education institutions (HEIs) offering academic programmes in this domain. These findings would enable the graduates to understand the significance of the different knowledge/skill areas that influence their employability and increase the chances of securing job. Also, the HEIs can comprehend the developed model to understand the demands of the employers, the rationale behind it and further align their course curriculum/teaching methodologies in sync with their expectations. The developed model should be put to empirical validation for greater reliability.,The qualitative analysis of the antecedents of graduate employability using TISM technique is an original methodological contribution to the field. Though the TISM technique has been used in research studies across different sectors like e-government (Nasim, 2011), higher education (Prasad and Suri, 2011) and flexible manufacturing systems (Dubey and Ali, 2014), the application of this technique to employability in IT sector in India is a novel contribution.

Nursing and learning: healthcare pedagogics and work-integrated learning

Abstract: Purpose The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics. Design/methodology/approach The general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics. Findings WIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community. Originality/value The starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.

The green economy learning assessment South Africa: Lessons for higher education, skills and work-based learning

Abstract: The purpose of this paper is to share and analyse the methodology and findings of the 2016 Green Economy Learning Assessment South Africa, including learning needs identified with reference to the competency framings of Scharmer (2009) and Wiek et al. (2011); and implications for university and work-based sustainability education, broadly conceptualised in a just transitions framework.,The assessment was conducted using desktop policy reviews and an audit of sustainability education providers, online questionnaires to sector experts, focus groups and interviews with practitioners driving green economy initiatives.,Policy monitoring and evaluation, and education for sustainable development, emerged as key change levers across nine priority areas including agriculture, energy, natural resources, water, transport and infrastructure. The competencies required to drive sustainability in these areas were clustered as technical, relational and transformational competencies for: making the case; integrated sustainable development planning; strategic adaptive management and expansive learning; working across organisational units; working across knowledge fields; capacity and organisational development; and principle-based leadership. Practitioners develop such competencies through formal higher education and short courses plus course-activated networks and “on the job” learning.,The paper adds to the literature on sustainability competencies and raises questions regarding forms of hybrid learning suitable for developing technical, relational and transformative competencies.,A national learning needs assessment methodology and tools for customised organisational learning needs assessments are shared.,The assessment methodology is novel in this context and the workplace-based tools, original.

Sustainability 2030: a policy perspective from the University Vocational Awards Council

Abstract: Purpose The policy and practice sphere of higher education, skills and work-based learning has become increasingly problematic in the last few years, and the extent to which sustainability and sustainable development are embedded in policy and practice spaces is a cause for concern. The purpose of this paper is to posit a policy perspective from the University Vocational Awards Council (UVAC), the national representative organisation for universities committed to the vocational agenda and an independent voice in the sphere of higher education, skills and work-based learning. Design/methodology/approach This paper is a reflective policy and practice piece which draws on the latest policy moves by the UK Government and associated organisations and engages the latest literature to examine the issues in policy and practice that need to be tackled. Findings This paper argues for a greater integration of sustainable development into higher education, skills and work-based learning policy and practice, and specifically in relation to creating inclusive workplaces, promoting social mobility, a balanced approach to productivity, health and well-being and embedding educational approaches and methods which promote inequality in workplaces. Practical implications This paper is a call to all stakeholders to raise the game of sustainability and sustainable development in the policy and practice sphere of higher education, skills and work-based learning. Originality/value The paper is the only UK policy perspective explicitly dedicated to sustainability and sustainable development in the context of the sphere of higher education, skills and work-based learning. Although it is focused on UK policy context, it will be of interest to international readers wishing to learn about UK developments and the sustainable development challenges in relation to its apprenticeship, technical and vocational education system.

Drama in higher education for sustainability : work-based learning through fiction?

Abstract: The purpose of this paper is to highlight the use of drama in the context of professional learning for sustainability, and specifically, a drama workshop on sustainability for in-service teachers. The workshop was designed to explore environmental problems from several perspectives, by using drama techniques like bodily expressions, visualisations and role-play.,Data are drawn from questionnaires evaluating the effects of a drama workshop delivered in Helsinki in 2017. In total, 15 in-service teachers answered open-ended questions. Responses from experienced teachers were chosen as particularly interesting in relation to work-based learning.,The findings demonstrate that drama work contributes to education for sustainability in terms of increased self-awareness, critical reflections and signs of transformation; experienced professional learners bring their workplace context into the university, which enriches teaching and learning; and sustainability is a non-traditional subject in need of non-traditional teaching approaches.,The results of this small-scale study are only valid for this particular group.,The study gives an example of how applied drama can contribute to learning for sustainability in higher education.,This paper contributes to a growing literature concerning how drama allows participants to work on real problems, from a safe position in a fictive situation, providing both closeness and distance. When students become involved in an as-if situation, it leads to increased motivation and practice-oriented learning. As the content of sustainability can be challenging, drama work offers a meaningful context in which concepts and issues can be explored. Fictive situations may contribute to more realistic learning experiences.

Exploring student satisfaction and future employment intentions: A case study examination: is there a link between satisfaction and getting a job?

Abstract: Purpose The purpose of this paper is to explore the factors that affect higher education student satisfaction and to understand students’ perceptions of their academic success and future employment expectations at a particular institution. Design/methodology/approach This study analyzes institutional performance related to students’ satisfaction and their preparedness for future employment endeavours. The questionnaire is designed specifically for students who are eligible to graduate, and the survey is implemented over the institutional website via the student portal and a total of 750°-seeking undergraduate students (target population) are invited to participate. Findings The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programmes, there are differences in the perception of career expectations based on chosen academic programme. Most notably, the results also indicate students’ expectations for employment did not have a negative effect on their satisfaction with the higher education institution (HEI). In contrast, they were mostly satisfied with their academic and personal development. In essence, they felt prepared for the workplace and satisfied with the skills and knowledge developed at a university, regardless of job expectations. This paper suggests that institutions may wish to heighten their focus on academic factors in their efforts to retain students and improve their student academic experience. Originality/value This study is conducted at a small-sized (less than 5,000 students) higher institution in Canada that primarily provides undergraduate courses and focusses on students’ employment expectations and their rating of the academic experiences. This study can assist HEIs in developing policies related to student retention and success. HEIs may find this study useful in developing policies and programmes related to transitioning from undergraduate studies to the workplace.

The practice of professional skills and civic engagement through service learning: A Taiwanese perspective

Abstract: Purpose The purpose of this paper is to explore the community service learning initiative among Taiwanese communication students by examining the link between the value of work-based learning and learning outcomes from the applied classroom projects. Design/methodology/approach This study involves the applied classroom projects. Data are captured in both quantitative (i.e. survey) and qualitative methods (i.e. reflective papers). The survey is designed to measure general attitudes and perceptions of service learning students. The reflective papers focus on the participants’ expectations of the service learning outcome. Findings The findings suggest that work-based and service learning projects are beneficial for the students, faculty, university and community partners. As an extension of experiential learning, students acquire a deeper understanding of the course material, gain practical expertise in the real world, develop interpersonal communication skills and engage in civic responsibility. Practical implications This study supports the notion that service learning engagements help students develop problem-solving skills. It is suggested that since the content of traditional learning in the discipline of communication has changed extensively over the past decades (i.e. from traditional media to new digital media), service learning can be a complimentary tool to not only broaden students’ learning, but to also expand their professional horizons and opportunities. Originality/value The current study expands existing theory and advances our understanding of service learning in the discipline of communication in a Taiwanese context. With practical roots embedded in Western educational initiatives linking service learning to higher education, this paper reveals that service learning does work across cultures as well.

Local economic development and the skills gap: observations on the case of Tampa, Florida

Abstract: Purpose The purpose of this paper is to provide an overview of the “skills gap” concerns that are increasingly prevalent in the USA and globally. In particular, the paper explores the current skills gap debate as a component of the American economy. This is an important issue as there is an increased economic uncertainty and global competition impacting many sectors. The paper specifically defines the current skills gap dilemma with respect to the USA and uses the Tampa, FL example of the practical implications of these concerns using recent survey and focus group data. Design/methodology/approach The research for this paper includes an outline of the economic development structures in place in Tampa, FL, a description of the existing mandate(s) to improve workforce training; the review of a key recent, public record report on workforce skills; and, the results of a focus group developed using key stakeholders. Initially, a public record document report titled Clarus Corporation (2013) “Hillsborough Community College: Workforce Development Scan” was reviewed to provide context and preliminary data to guide the research. In the second phase, a survey was conducted to develop a focus group of 18 key stakeholders in Hillsborough County. Nine of these stakeholders represented the education sector. These were purposefully selected from the Tampa Bay Higher Education Alliance (TBHEA) which represents approximately 30 regionally accredited academic institutions in the Tampa community (TBHEA, n.d.). In addition, another nine respondents were selected by purposeful selection representing employers who had experience with workforce training and development initiatives. Findings The group survey conducted for this paper confirms concerns by both employers and educators with respect to the existing and the future skill sets of employees. In particular, respondents note that basic skills such as communication and technical skills need more attention. Also, the focus group respondents confirm the importance of technical service certification. Fundamentally, economic development professionals, educators and employers need to develop and implement strategies and action plans to ensure that the skills gap be identified correctly and properly addressed. These initiatives must be developed with broad stakeholder input and these initiatives must be viewed as dynamic reflecting changing circumstances. Research limitations/implications This research should be viewed as exploratory in nature. The research could serve as a template to develop and track the concerns and issues of key stakeholders in the economic development process with respect to skills in the workforce on a regional or indeed a statewide basis. Practical implications Nations, states and local governments are more active in structuring workforce development support mechanisms and specific training opportunities to assist employees and businesses. All levels of government highlight the fact that they have skilled, competitive employees to assist in recruiting new companies to consider locating in their respective jurisdictions and in retaining companies. Social implications Having a clear understanding of the skills being demanded by employers as they strive to remain globally competitive is important. Local economic development officials, academicians and employers must be on the same page. Although relationships between these sectors are critical flexibility and adaptability are key to reflect changing demands. Originality/value The paper provides empirical evidence of the perceptions employers and educators have with respect to the skills gap issue in a fast growth jurisdiction. This jurisdiction promotes itself as having an abundant and skilled labor force. Data suggest that there are some concerns emerging from stakeholders.

Enablers for good placements of graduates: fitting industry’s needs

Abstract: Companies are looking for certain employability attributes and personality traits while recruiting and selecting suitable candidates for their organizations and there is a mismatch in what the higher educational institutes are grooming the graduates. There is therefore a need for proactive management of career development of students. The paper aims to discuss these issues.,This research involved an exploratory study on a database of 445 students enrolled and passed out from the five batches of two years business management course from 2012 to 2016 in a business school in India, to identify the parameters which led to generating good placement package for them. The impact of independent variables of live industry projects, communication skills, academic performance, classroom attendance and co-curricular activities on the placement package was studied using stepwise regression analysis.,The study revealed that industry projects, co-curricular activities, communication skills and academic performance were the key enablers which helped the students become industry ready and employable.,This research involved the study of effect of only four independent variables- academic performance, communication skills, participation in live industry projects and co-curricular activities on the placement package received by the students. There is a scope of extending this study by considering the effect of other variables such as educational background (graduation stream, performance in that stream, scores attained in competitive exams, etc.), family background (family income, occupation of parents and their qualification, family size, etc.), geographical background (rural, urban or semi-urban) and work experience on the final placement package received by the student.,Employability depends on a multitude of factors which can be broadly put under three categories of knowledge, skills and attitude (Khare, 2014). Universities need to work right from the first year toward developing a wider range of employability skills rather than focusing only on developing generic competencies in the students. The results of regression analysis indicate that the impact of different predictors for a good placement package vary in strength and a student needs to focus on balancing all of them in order to get a good placement. Educational institutes can replicate this study to identify the overall employability of their students.,With the increase in demand from industry for work ready graduates, there is a huge pressure on educational institutes to prepare their students for the corporate world. Such studies would help the institutes in focusing on various parameters which would ultimately assist students pursuing courses in post graduate level like business management or other master courses in getting good placements.

Quality of teachers in technical higher education institutions in India

Abstract: Purpose The quality of education depends upon the quality of teachers, i.e. professional competence. The purpose of this paper is to empirically identify the state of faculty’s quality in technical higher education institutions of Punjab (India) in terms of their competences. Later, differences in the quality of the faculty of both public (government funded) and private (partially or not funded by government) technical institutions were examined. Design/methodology/approach In total, 35 technical institutes were selected to conduct a field survey and total 594 respondents including teachers, students and administrators had responded to the present study from different departments of engineering and management. The state of faculty’s quality in terms of their competences has been examined through confirmatory factor analysis in AMOS 20.0. Discriminant analysis in SPSS 20.0 has been performed to find the differences in faculty of both the public and private sectors. Findings This paper provides a broader picture of the poor quality of teachers in technical institutions of Punjab (India) in terms of lacking most of the competencies. The study also reveals significant differences in the faculty of both public and private sector institutes in terms of select competences. Originality/value This paper demonstrates an alarming stage of poor-quality state of teachers. Therefore, educational administrators and policy makers need to show their concern for the improvement of teachers’ quality in technical higher education institutions of Punjab (India).

The challenges and opportunities of ICT in WIL: A case study among priests exploring the correlation and trajectory between effective WIL and ICT pervasiveness

Abstract: Purpose Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL. Design/methodology/approach The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire. Findings Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”. Research limitations/implications While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population. Practical implications The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority. Social implications Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education. Originality/value No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

Appropriation of foreign approaches for sustainable development and transformational changes in Vietnamese vocational education

Abstract: Vietnam’s 11th National Party Congress prioritised integration, modernisation and industrialisation as the new key orientations for Vietnam. It outlined Vietnam’s integration with the world, not only economically, but also in terms of the social, cultural, educational, scientific and technological areas that can support social and economic development and sustainability. Vocational education has been recognised as pivotal to the nation’s sustainable workforce development and transformational changes. The purpose of this paper is to analyse how foreign approaches and practices have been filtered and appropriated to bring about sustainable development and transformational changes for Vietnamese vocational education.,The paper is derived from a study that involves documentary analysis, observation and semi-structured interviews with vocational learners and staff across three different vocational education and training (VET) sites in Vietnam. The overall study includes three vocational education providers and 22 participants altogether, but this paper involves observation and semi-structured interviews with eight participants, including one leader, two teachers and five students. It focusses on a Germany-funded vocational college in the northern central area of Vietnam that came under the management of the Ministry of Labour, Invalids and Social Affairs, and the local province where the college located.,The findings of the study show a critical need to develop a new “Vietnamese VET pedagogy” that filters international influences and flexibly and creatively combines them with the existing local pedagogy. To meet the local and global demands and bring transnational changes for Vietnamese vocational education, new VET pedagogies need to align with both Vietnamese historical and political situations, especially the emergent demands of the open market socialist economy and to capitalise on international influences – Confucian, French, Soviet and Western. Such a balance will ensure Vietnam makes use of both international forces and local strengths for sustainable development and transformational changes rather than passive dependence on foreign practices.,The research provides valuable insights into the appropriation of foreign practices and principles in Vietnamese vocational education. However, it focusses only on three vocational education sites in central Vietnam. Further studies with larger scale of participants and across a variety of vocational education settings including public and private institutions, community centres and family workshops will offer broader findings related to this important topic.,The study suggests practical implications for institutions to deal with the challenges associated with the adaptation of international forces into the vocational education context in Vietnam. It outlines the transformational changes in pedagogical practices related to the increased requirement to move from the traditional didactic teaching to more self-directed learning, to meet the requirements of a modern vocational education system.,This study provides unique insights into the practices and challenges of filtering foreign VET practices and principles to bring about transformational changes in Vietnamese vocational education. It, therefore, responds to the paucity of literature in this area. In addition, it examines internationalisation in Vietnamese VET, an under-researched area in the field of internationalisation of education as most of the literature in this field concentrates on the higher education sector.

Integrated work-based placements – shifting the paradigm

Abstract: Purpose The role of higher education institutions in enhancing capability development of the healthcare professionals workforce has resulted in work-based learning becoming an essential component of awards linked to professional registration. The purpose of this paper is to explore how key stakeholders (academics, workplace tutors and students) on a programme leading to registration as a Biomedical Scientist (BMS) position themselves in their role and the subsequent impact of this upon delivery of pre-registration training and the development of professional capability. Design/methodology/approach Constructivist grounded theory methodology and a mixed-methods approach were drawn upon for the study. Findings Findings expose the challenges of a positivist focus and assumptions around workplace learning and professional development presenting a barrier to developing professional capability. In addressing this barrier, two strategies of “doing the portfolio” and “gaining BMS currency” are adopted. The registration portfolio has become an objective reductionist measure of learning, reflecting the positivist typology of practice in this profession. Practical implications To ensure that students are supported to develop not only technical skills but also professional capability there is a need for a paradigm shift from a positivist episteme to one that embraces both the positivist and socio-cultural paradigms, viewing them as complimentary and parallel. Originality/value The study provides a novel insight into how stakeholders interact with the pressures of internal and external influences and the impact this has upon behaviours and strategies adopted. The theoretical understanding proposed has a range of implications for practice and for the development of practitioner capability through pre-registration training and beyond.

Employability outcomes for university joint honours graduates.

Abstract: In the UK, the vast majority of university students specialise and study just one subject at bachelor degree level, commonly known in the UK as a single honours degree. However, nearly all British universities will permit students if they wish to study two or even three subjects, so-called joint or combined honours degrees, internationally known as a double major. The purpose of this paper is to explore whether the study of a joint rather than a single honours degree had an impact on employment outcomes six months after graduation.,The authors analysed the complete data set provided from the Higher Education Statistics Agency Destination of Leavers from the Higher Education survey. The data were analysed to establish whether there was a difference in the highly skilled graduate employability of the joint honours students. The authors established whether there were any differences inherent in completing a joint honours degree in a post-1992 higher education institution, by nation within the UK or within a Russell Group higher education institution.,The authors found an approximately consistent 3 per cent point negative gap nationally in the highly skilled employment rates of joint compared with single honours graduates. This gap was at its lowest in the highly selective Russell Group universities (−1.52 per cent points) and highest in post-1992, vocationally oriented universities (−7.13 per cent points) and in Northern Ireland universities (−12.45 per cent points). Joint honours graduates of Scottish universities fared well, with a +3.09 per cent point advantage over the national average for joint honours. The authors found that universities that had a higher proportion of joint honours graduates generally had a lower employability gap between their joint and single honours graduates.,This study focussed on joint honours degrees in the UK where the two or three principal subjects fall into different JACS subject areas, i.e. the two or three subjects are necessarily diverse rather than academically cognate. Future work will consider the class of joint honours degrees where the principal subjects lie within the same JACS subject area, i.e. they may be closer academically, although still taught by different academic teams. This grouping will include, for example, pairs of foreign languages, some social sciences pairings such as politics and sociology, and pairings such as history and theology from the historical and philosophical subject area.,The potential disbenefits of studying for a joint honours degree are apparent in this study. Joint honours students may face organisational, academic and cultural challenges that require a positive, conscious and sustained effort to overcome, on both the part of the student and the higher education institution. In particular for graduates of the post-1992 universities, it appears that there is a negative relative impact on highly skilled employment. This impact is lessened if the university is Scottish (four-year degrees with in-built breadth of study) or where the proportion completing joint honours degrees is relatively high.

eLearning within the Community of Practice for sustainable development

Abstract: Purpose The purpose of this paper is to demonstrate how the use of two knowledge management tools – eLearning and Community of Practice (CoP) – promotes the culture of managing by projects in public organizations toward achieving Sustainable Development Goals. Design/methodology/approach The paper presents three learning strategies for organizing eLearning in CoP, tailored e-course curriculum in Project Management for Local Development within the “4A” model (attention, actualization, attraction, action), with focus on learners’ feelings and emotions used for designing the eLearning process. Findings Every fourth learner was in the state of flow during the e-course, 70 percent of learners felt the state of arousal at certain moment of learning, and about 65 percent felt in control of knowledge they could apply. Practical implications This study bridges the gap between theory and practice by demonstrating synergistic effect of two knowledge management tools (e-learning and CoP) and proves the selection of learning strategies. Social implications Every year, about 1,000 public sector representatives and community leaders join the virtual CoP to study expertise, improve own practice, find new ideas and promote the culture of managing by projects for sustainable development. Originality/value The presented case shows eLearning implementation in the context of CoP, e-course curriculum “Project Management for Local Development,” and learning strategies aimed at constructing knowledge in competitive learning environment, applying new knowledge in practice in experiential learning environment and supporting affective and social learners’ behavior. The presented mental states are used as criteria for monitoring the learners’ emotional involvement in the e-course in different roles.

Internships in China: exploring contextual perspectives

Abstract: Purpose Globally internships have become an increasingly pervasive means by which to enhance university learning and graduate employability Whilst this practice has crossed national borders, the transferability of internships across national contexts has been largely assumed rather than empirically substantiated The purpose of this paper is to explore interns’ and the host organisations’ perspectives of internships within the Chinese context Design/methodology/approach Qualitative data were gathered though a series of semi-structured interviews with interns and host organisations in China, results were interpreted via thematic analysis Findings Overall the study revealed both the interns’ and host organisations’ perspectives were consistent with those within other national contexts Particularly, the findings highlighted the key role of individual interns’ dispositions, and internship supervision, as well as the conceptualization of internships as a career entry point The study also identified a contextually specific variable of guanxi, as playing an influential role within the Chinese context Research limitations/implications The study was exploratory in nature, thus further research is required, to further substantiate the variables and relationships detected Originality/value The study establishes the transferability of a number of theoretical premises to the Chinese internship context The transportable nature of the internship experience suggests the appropriateness of a degree of standardisation of internship design across national contexts Whilst, also suggesting cultural phenomenon such as guanxi should be considered when designing internships to achieve desired outcomes within a Chinese context

Clients, clinics and social justice: Reducing inequality (and embedding legal ethics) via an LLB portfolio pathway

Abstract: Purpose The purpose of this paper is to present a case study of an innovative, three-module pathway designed by the Department of Law and Criminology at Edge Hill University (England) in 2014. In addition to supporting the work of its campus pro-bono law clinic, the first-two modules aim to enhance and evidence the legal skills of EHU’s undergraduate LLB students, to embed a deeper awareness of the (legal) ethics needed for sustainable legal practice (within PRME), and to highlight the increasing need for socially responsible advocates, able to defend the rights of marginalised, vulnerable clients. Design/methodology/approach The critical analysis of the content and scope of an innovative, work-based learning LLB module pathway, which furthers the aim of the UN Global Compact and the PRME, and ties them firmly to socio-legal issues and advocacy involving recent jurisprudence. Findings The case law used within the modules, and the practical work of the students in the campus law clinic, are relevant to social justice issues and to the promotion of PRME values—they promote awareness of human rights principles, highlight the importance of access to legal services and provide students with knowledge of legal ethics. Enhanced employability skills flow from this. Research limitations/implications This is a narrow case study but still provides a useful analysis of an innovative, PRME relevant module pathway. The model mirrors international trends in clinical legal education and also offers a template for other law schools keen to promote the concept of ethical, just legal practice. Practical implications The paper posits that enhanced employability can flow from real world tasks such as advocacy for marginalised or disadvantaged groups and presents an exemplar for other law schools wishing to embed ethics/clinical law practice into their curriculum. Social implications The paper highlights how the campus law clinic serves the public in a deprived region—it raises awareness of human rights and of social justice issues. It has the potential to feed into litigation on social welfare issues (housing, social security, child welfare, etc.). Originality/value The discussion of the human rights case law that is used in the Year 2 “bridging module” (which prepares students for working in the law clinic in their final year) is particularly relevant and is analysed in detail, highlighting how this module pathway is aimed at promoting PRME and UN Global Compact principles.

Re-thinking employability with a literacies lens: From skills to practices, from tool-kits to ethnography

Abstract: The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning.,L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular.,This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace.,The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

Trainees' perception of vocational training institutes degree apprenticeship: An empirical approach

Abstract: The purpose of this paper is to investigate how the degree apprenticeship of the vocational training institutes (VTIs) enhances the labor market and enables the trainees to detect the knowledge and skills that are acquired during the training. In addition, this study tries to detect through work-based learning whether the workplace function as a learning place and whether the trainees are satisfied by the experience during the degree apprenticeship.,In total, 129 graduates by various VTIs in the wider area of Patras (Western Greece), who completed the degree apprenticeship, participated in the survey.,The findings of this study highlighted the difficulties that the graduates of VTIs face when they look for a job in the economic crisis era that Greece faces. However, this study also highlighted the satisfaction that the trainees denoted about the knowledge and the vocational and social skills that they acquired during the degree apprenticeship. Additionally, the trainees are satisfied by the workplace where the degree apprenticeship took place because it became a learning environment.,This study is evidence of a need for developing the degree apprenticeship programs in Greece as a means of enhancing the transition from training to work.,This research is the first and serious recording of the trainees’ opinions regarding their degree apprenticeship, during their studies in VTIs. The presented professional and social skills could use as guidelines for the implementation of new practices and educational policies in training during the educational process. Additionally, the degree apprenticeship programs will be further linked to the educational institution and the educational community will benefit from the trainees’ experience. These new degree apprenticeship practices will be implemented in the following years in all the VTIs in Greece.

Doctorateness and the DBA: what next?

Abstract: Purpose The purpose of this paper is to examine the extent to which Doctor of Business Administration (DBA) programmes currently offered by UK universities are appropriate to the needs of all stakeholders, including those of the experienced business and management professionals who enrol on them. Design/methodology/approach The paper proceeds to its conclusions by scrutinising DBA programme descriptors on UK university websites, by critically reviewing the content of recent academic papers on doctorates in the fields of business and management, and by considering current provision in the light of ongoing debates about the nature of “doctorateness” taking place in the field of doctoral education as a whole. Findings On the basis of a detailed review of relevant scholarly literature and of UK university website material, the paper concludes by suggesting, among other things, three possible futures for the DBA: one in which essentially the status quo prevails; a second in which all doctorates carry the award title PhD (though with two variants); and a third in which, in response to views expressed elsewhere in Europe, the current “professional doctorate” in business administration is no longer referred to as a “doctorate” but takes on a new title. Originality/value This paper is an original contribution to the debate about the value and purpose of professional doctorates (and, in particular of the DBA) to the professional development of experienced managers and to their skills in research and workplace problem solving and decision making.

Employability, work placements, and outward mobility: views from England and Germany

Abstract: Purpose A central role of UK higher education institutes is preparing graduates for the global economy. However, UK outward mobility targets for students set in 2017 remain lower than the original set by the Bologna Process in 1999; with other European countries achieving substantially higher outward mobility. Research in this field concentrates primarily on studying abroad, prompting exploration of the work placement context. The purpose of this paper is to examine employability and outward mobility in the context of the perceived reluctance of UK students to undertake work placements abroad. Design/methodology/approach The views of undergraduate business management students at the Brighton Business School were compared with those of German students studying at the Goethe University in Frankfurt. Staff from Brighton Business School and other UK universities were also surveyed to gather data on attitudes towards work placements abroad. Findings Students from Brighton and Frankfurt displayed similar barriers to going abroad but were motivated by different drivers. The difference in these drivers is further echoed in the variations of their definitions of “employability”. The research also found that lack of staff awareness or interest in placements abroad could negatively affect the students’ decisions about going abroad. Research limitations/implications A small-scale study such as this presents only indicative findings. Further research is necessary to explore its implications in more depth. Originality/value The research provides more scope to the existing literature on outward mobility by addressing work placements rather than typically focusing on studying abroad. It adds value to the debate by examining placements and mobility through two different cultural lenses.

The convergence of National Professional Qualifications in educational leadership and master’s level study

Abstract: In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study.,The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership.,There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training.,This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership.