Search Results for
"Article"

Purpose – This article explores authentic assessment in event management education, with emphasis on emerging technologies and industry collaboration. It addresses sector-wide concerns around course credibility and employability, examining how authentic assessment can bridge the gap between academic learning and professional practice. Design/methodology/approach – An interpretivist, qualitative approach was used, drawing on focus groups and interviews with UK-based event management academics. Thematic analysis identified key themes in assessment design, technology use and industry engagement. Findings – Academics widely support authentic assessment for its role in developing industry-relevant, employability-focused skills. Technology was used to replicate professional contexts but was limited by institutional constraints, digital inequality and staff capability. Industry partnerships improved assessment relevance but often relied on individual networks and goodwill. A revised version of Gulikers et al.’s (2004b) Five-Dimensional Framework is proposed, incorporating student co-creation, reflexive practice and industry feedback as additional dimensions. Research limitations/implications – The study reflects only academic perspectives within UK event management educators. Further research should include student and industry views and test the revised framework in practice. Practical implications – To support authentic assessment, institutions must provide clearer definitions, targeted staff development and resources to embed industry collaboration in curriculum design. Originality/value – The article offers new insights by highlighting academic perspectives and advancing existing frameworks to better reflect current practice. The proposed model integrates technology, reflexivity and industry feedback, offering a more adaptable tool for vocational disciplines. © 2025 Emerald Publishing Limited

This study aimed to examine the influence of educational background on students' perspectives on English-language ability in Indonesia by analyzing language skills and the factors that both challenge and support their development. This study employed a qualitative method, and descriptive analysis was conducted using a questionnaire completed by 34 students from high school, vocational high school, Madrasah, and boarding school. Meanwhile, the interview data were analyzed using thematic analysis techniques. The findings showed that students from high schools and vocational high schools excelled in Writing and Reading. School curricula place greater emphasis on writing skills than on oral communication skills. Reading proficiency is relatively high, indicating that students have access to and reading habits with English-language texts, including textbooks, articles, and other media. On the other hand, listening and speaking remain significant challenges for students, likely due to limited direct or audio exposure to English conversations and, for speaking, to limited practice in academic settings. External factors, such as exposure to English-language media, improve students' English-language skills, although psychological support and English-course experiences remain limited. This study suggests the need to improve language skills and to develop an environment that supports more active English-language practice. © 2024, Int. J. Lang. Educ. All rights reserved.

Considering the key cause of climate-harming carbon emissions is the increased use of fossil fuels, we might expect research in education to engage in petrocriticism—a critical way of reading the world that deconstructs how fossil-fuelled cultural expectations and practices, or “petroculture,” functions in education. To trace the intersection of fossil fuels and education, this article conducts a systematic literature review of both existing and emerging scholarship, engaging in a petrocritical reading of research themes to reveal the extent to which petroculture is naturalized and/or confronted. By examining both dominant research patterns and the notable silences, we conclude by making recommendations for how education scholarship can respond to climate science and contribute to a more livable future through research that takes up (a) petrocriticism, (b) mitigation and decarbonization, and (c) transformation toward alternatives. ©2025 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation

The most common form of vocational training in Carniola during the Austro-Hungarian period was apprenticeship, a combination of working for masters craftsmen and attending a continual vocational school, which was a lower form of vocational education. The article focuses on the problem of apprenticeship for hospitality workers in Carniola during the Austro-Hungarian period (1867–1918), especially in the final years before the collapse of the monarchy. Events in the field of hospitality training were closely monitored by the professional newspapers Gostilničarski vestnik (1911–1913) and Gostilničar (1914–1931), which play a central role in the article as an exhaustive source of information on the innkeepers’ apprenticeship, and Promet and gostilna (1908–1909) also raised the issue of a vocational school for innkeepers. Ljubljana did not have professional continual vocational schools for innkeepers in this period, even though repeated requests were made, and obtained it only in 1924. With respect to apprenticeship, the two newspapers emphasized the need for establishing a relevant professional school, a requirement for compulsory training for the hospitality profession, which would prevent unfair competition, but were not bold enough when mentioning the problem of too young apprentices. © 2025 The Author(s).

The article addresses school-to-work transitions among young women in a strongly male dominated professional sphere–the transport industry. Drawing on interviews with two girls over the time span 2015–2022 and visits to their upper secondary school 2016–2019, the study focuses on how power structures related to gender play out in the positioning that takes place in school and workplaces: How the girls were positioned socially and in relation to professional qualification, and how they positioned themselves in these respects. The findings indicate significant changes in discourse and practice when the girls transitioned from students to employees, changes which in the article are discussed in the framework of ‘inequality regimes’ and through the lens of the ‘glass funnel’ metaphor. Linking the funnel metaphor to the framework of inequality regimes broadens the picture to consider how young people are exposed to generally increasing inequalities in labour markets where institutions and organisations are affected by neoliberal economic policies, weakened collective protection of workers and wider wage gaps. With individualisation and insecurity, young people like the two girls in focus in this article, are increasingly left to fend for themselves in a harsh labour market. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article posits that within American woodworking and wood play school curriculum—across time periods and age ranges—there is a hidden-in-plain-site dimension of care toward non-human things, like tools and wood. Analyzing American teacher guidebooks, curriculum descriptions, educational research journals, technical education magazines, newsletters, school textbooks, and other sources, this study describes how the dimension of care is revealed, despite not being named as an explicit educational purpose. An ethics of care is theorized in this study as quotidian habits of maintenance and reverence toward non-human things. Emphasizing this style of care provides a new way of seeing American wood shop class, and related lessons, away from their vocational backdrop, and provides current educators with inspiration on how woodworking and wood play could be integrated into curriculum concerned with promoting a less anthropocentric ethics in the classroom. © 2023 Curriculum and Pedagogy Group.

In comparative VET research, a model developed from the perspective of comparative politics, the so-called ‘skill formation systems typology’ developed by Busemeyer and Trampusch, dominates the discourse. However, models to compare VET systems often rely on a narrow set of assumptions and fail to account for their complexity. We therefore review this typology and highlight its limitations. This article argues that this typology has limited usefulness for understanding vocational education and training (VET) systems. We advocate for a approach from the perspective of vocational education studies that takes into account the unique contexts and characteristics of specific VET systems. The article concludes that there is a need for substantively robust and valid distinctions based on appropriate models that allow for the international comparison of VET systems. © 2023 The Vocational Aspect of Education Ltd.

Which types of organisations hire NEET? We use longitudinal national registry data from Norway to investigate four types of organisational characteristics: (a) staff proportion with low pay and low education, (b) staff size and (c) staff proportion from groups with lower rates of work participation, and (d) private/public sector. Full-population registry data with all newly hired-employees in Norway aged 15–30 years, yielded a sample of approximately 120,000 new hires in 2018 from 22,621 organisations. Organisational characteristics were measured the previous year. After controlling for individual and organisational level variables in logistic regression models, we found that: private organisations and those predominated by staff with low income, incomplete secondary school, NEET history and immigrant background were more likely to hire new NEET the following year. Organisation size was unrelated to the likelihood of hiring NEET. This study applies an innovative method to study demand side characteristics in a full population registry study. It also contributes to disentangling which of these characteristics lose their expected effect when the dataset is large and complete enough to control for individual and organisational factors- adjusted for organisation clustering. These characteristics can guide us towards which companies can serve as gate-openers for NEET. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Phenomenon: Professional identity formation is a key component of health professional education. Changing expectations of healthcare requires more than competencies, but also an ingrained responsibility to patients, with our values and behaviors aligned with community expectations of patient-centered health professionals. Research into professional identity formation has focused on nursing and medical training, and, although allied health professionals make up one third of the workforce, research is uneven across these disciplines. Health professions educators from these under-researched disciplines have less guidance for how to support students’ professional identity, meaning students may graduate with less mature professional identities. This systematic literature review synthesizes the research on professional identity formation across nine similar allied health disciplines. The purpose is to guide health professions educators in the formation of professional identity in allied health students. Approach: We carried out a systematic literature review, registered on Prospero, following the PRIMSA framework, to find, appraise, and synthesize research on professional identity for nine allied health professions. We synthesized extracted data using a narrative synthesis with convergent qualitative meta-integration of qualitative and quantitative data. Results: Our database searches combined with ancestry and forward searching resulted in 70 studies that met inclusion criteria. Studies came from 17 countries, from seven of the included disciplines (art therapy, dietetics, occupational therapy, physiotherapy, podiatry, psychology, and speech pathology) and from undergraduate, postgraduate, and new graduate perspectives. We found professional identity was influenced by the places of learning (curriculum and clinical experiences or placements), interactions with people (relationships with academics, peers, supervisors, patients,and role models), and educational practices engaged (dialogue, reflection, processing challenges), each acting on the individual person (student or new graduate) who also brought unique characteristics and experiences. Insights: This model of influences can inform health professions education to enable students to develop and graduate with a stronger professional identity formation. © 2023 Taylor & Francis Group, LLC.

Although international organisations (IOs) are recognised as important actors in education, their involvement in vocational education and training (VET) remains underexamined. This article reviews the current state of research on IOs in VET, focusing on the ILO, OECD, UNESCO, and the World Bank, through an integrative literature review of 174 publications. The analysis identifies three roles attributed to IOs, highlighting crucial research gaps for future investigation. First, IOs are seen as important knowledge producers on VET, demonstrated by the implicit use of IO data in academic research. However, literature that explicitly analyses how IOs produce VET knowledge is largely missing. Second, IOs are described as organisations capable of formulating specific VET agendas. While there has been a particular interest in the World Bank’s views on VET, research that analyses and compares how other IOs develop their ideas on VET remains rare. Third, IOs are recognised as actors of VET policy transfer. Although existing research highlights the complexity of international and local factors in IOs’ attempts to influence national VET policies, more comparative case studies are needed to analyse concrete IO engagements. Addressing these gaps would contribute to a research agenda that takes into account the multifaceted agency of IOs in VET. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.