Search Results for
"education"

Purpose – This study examines the variables associated with the likelihood of horizontal mismatch among Chilean university graduates, focusing on the role of field of study, university prestige and gender. Design/methodology/approach – A binary logistic regression model was estimated using data from a survey conducted on a representative sample of 951 graduates from 17 universities. The selected universities were requested to provide the academic records of their graduates corresponding to the 2015, 2016 and 2017 cohorts (56, 168). Findings – The results indicate that graduates in fields such as business and management, arts and humanities, social sciences and STEM face a higher risk of horizontal mismatch. Gender and institutional prestige, on the other hand, showed no significant association. These findings suggest that horizontal mismatch is linked not only to individual differences in the type of human capital acquired but also to structural imbalances between educational offerings and labor market demands. Originality/value – This study provides original insights into horizontal mismatch in an emerging economy, adding to the limited understanding of mismatch drivers in developing countries and offering implications for educational and labor policy design. © 2025 Emerald Publishing Limited

Purpose – This study aims to shed light on how work-integrated learning programs (WILP) affect graduate employability, job satisfaction and students’ adaptability to sustainable career transitions in comparison to participants who were not part of WILP. Through a validated model, this study also attempted to map the relationships among employability, job satisfaction, industry engagement and networking and skill enhancement under the auspices of WILP. Design/methodology/approach – In order to assess the study’s objectives, the researchers used structural equation modeling to analyze the quantitative data. Purposive and snowball sampling methods were used to gather primary data from 490 participants, of whom 295 were WIL participants and 195 were non-WIL participants who were recent graduates. Using regression analysis, structural equation modeling (SEM) and exploratory factor analysis (EFA), the objectives have been proved and the model validated. Findings – The findings of this study show that WIL graduates (M = 4.20 and SD = 0.60) and non-WIL graduates (M = 3.65 and SD = 0.65) had a statistically significant difference in career satisfaction. In every dependent variable, WIL participants outperform non-participants. According to SEM, WIL plays a crucial role in deciding students’ professional success by indirectly influencing career satisfaction through skill development, exposure to the industry, and self-confidence, all of which improve employability. The model displays good fit indices (CFI = 0.95, TLI = 0.94 and RMSEA = 0.04), affirming its strength and validity. Practical implications – Academicians, policymakers and organizations can rely on the suggestions of this study to enhance graduates’ employability and satisfaction. The results specify that WIL should be designed to cater to the industry demands, which in turn results in job readiness. Social implications – The study signifies the role of WIL in expediting positive career transitions, which in turn results in augmenting employability and raising economic stability. It advocates the broader-level application of WIL initiatives to link educational outcomes with industry demands. Originality/value – This study reinforces the existing literature by suggesting an advanced model that connects numerous features of WIL programs and their impact on career success. It can be considered one of the few researchers to empirically prove the links between these variables using structural equation modeling (SEM). © 2025 Emerald Publishing Limited

Background: Professional practice placements (work-integrated learning (WIL)) enable practical application of essential knowledge and skills, from the health information management university curricula, aligned to profession entry-level competencies. Objectives: To (1) identify formal (explicit learning outcomes (ELOs)) and informal (derived learning outcomes (DLOs)) articulated in final-year, health information management WIL proposals, 2012–2021, at Australia’s La Trobe University; and (2) map these to the contemporaneous, national Health Information Manager (HIM) profession entry-level competency (sub-)domains. Method: A random sample (20%; n = 129) of 2012–2021 final-year placement proposals was interrogated using documentary analysis. ELOs and DLOs were extracted and categorised to the (sub-)domains of the Health Information Management Association of Australia’s (2017) HIM Professional Competency Standards; between-group comparisons were made. Results: Of the 129 proposals: 38 (29.5%) were absent ELOs; one had no project description; almost 74% were project-related. Predominant sub-domains in Domain A, “Generic professional skills”: communication (in 63.7% of ELOs; 61.2% of DLOs); teamwork (40.7% ELOs; 50.8% DLOs). Predominant sub-domains in the eight profession-specific competency domains: “Health information services organisation and management” (Domain I; 60.5% ELOs; 100% DLOs); “Health information and records management” (Domain B; 54.9% ELOs; 56.3% DLOs); “Research methods” (Domain E; 45.1% ELOs; 44.5% DLOs). ELOs were most commonly aligned to four discipline-specific domains; DLOs were distributed across five. Conclusion: Analysis of the knowledge-skills learning outcomes for final-year, student-HIM placements has generated recommendations to support agency supervisors in framing WIL project proposals. Implications for health information management practice: This research will support more robust WIL to complement student HIMs’ academic education for competent, postgraduation practice. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

In today’s dynamic and evolving job market, vocational education plays a vital role in equipping students with practical skills for successful careers. This study investigates the employment challenges faced by vocational students in China, an issue that has become a significant societal concern amidst the rapid expansion of vocational education in recent years. Despite increased enrollment in vocational colleges, the unemployment rate among graduates continues to rise, largely due to a gap between the soft skills of students and the demands of the labor market. The study’s objectives are twofold: (1) to assess the level of soft skills and work readiness among vocational students in China, and (2) to explore the relationship between soft skills and work readiness. A cross-sectional survey was conducted with 132 respondents, including 56 male and 76 female students across various majors. Statistical package for social sciences SPSS) Version 26 was used for analyzing the mean score, standard deviations and the correlation analysis. The analysis reveals that soft skills among vocational students are generally at a moderate level, with mean scores ranging from 2.53 to 3.32. Furthermore, a significant positive correlation between soft skills and work readiness was found (P < 0.01), suggesting that enhanced soft skills could improve students' preparedness for the workforce. Theoretically, this study contributes to the understanding of the role of soft skills in vocational education and their impact on employability. Practically, the findings suggest that vocational education institutions should prioritize soft skills training in their curricula to better align graduates’ abilities with labor market needs, thus enhancing their employability prospects. These insights offer valuable guidance for policymakers and educators in designing curricula that address the growing demand for soft skills in the modern workplace. © 2025 by author(s). Environment and Social Psychology is published by Arts and Science Press Pte. Ltd.

Governments across the European Union (EU) have pledged a stronger commitment to vocational education and training (VET) in response to economic structural change. But have states actually become more central to skill formation? Using mixed methods, this paper examines whether state involvement in European skill formation systems has increased over the past two decades. Applying seeded Latent Dirichlet Allocation topic modeling to 291 standardized descriptions of VET systems, the study finds that language associated with state involvement grew notably in most EU member states compared to private governance between 2005 and 2022. An in-depth case study of Germany, a least likely case for increased state intervention, confirms these findings qualitatively and explores why governments intervene in VET systems. Drawing on 32 elite interviews, the study highlights how digitalization and climate change imperatives have created a window of opportunity for redefining the role of the state in VET. © 2025 The Author(s). Regulation & Governance published by John Wiley & Sons Australia, Ltd.

This study investigates business students' perceptions in the United Arab Emirates (UAE) regarding their job readiness as they approach graduation. Recognizing the critical role of soft skills in securing employment, the research aims to evaluate the preparedness of UAE graduates for the competitive job market. A survey was carried out among 156 senior business students from various UAE universities, resulting in 90 usable responses. Quantitative analysis using statistical methods revealed that students prioritize communication, adaptability, cultural intelligence, and problem-solving as essential for securing entry-level positions. While participants expressed confidence in their academic and teamwork abilities, they identified creativity, innovation, and effective conflict resolution areas needing improvement. Additionally, the findings emphasize the significance of lifelong learning in navigating the UAE’s dynamic economy. This research provides actionable insights to align educational curricula with industry needs and better prepare graduates for the workforce. ©2025 IEEE.

This study aims to explore the impact of ChatGPT on students' perceptions during debates in a pedagogical course. The authors developed four innovative formats of in-class debate involving ChatGPT, where artificial intelligence acts as a consultant, an opponent, an expert or combined roles. Data was collected from a survey of 84 students of four academic groups and statistically analyzed using CAP Perceived Learning Scale. Results of the study was explorer with analyze ANOVA. Findings reveal that using ChatGPT-3.5 as an opponent and an expert has the most profound impact on student’s cognitive and affective perceptions, opening new opportunities for fostering critical thinking and active learning. The study provides evidence-based recommendations for effectively integrating artificial intelligence into teaching and learning. ©2025 IEEE.

The incorporation of emerging technologies in educational environments is an undeniable phenomenon. The successful adoption of these technologies is heavily influenced by teachers' perceptions and understanding of them. In this study, we aimed to investigate the readiness of science teachers in post-basic schools to effectively integrate Augmented Reality (AR) into their instructional practices, taking into account their educational backgrounds. A semi-structured interview approach was used to collect data from a sample of 10 science teachers in two post-basic schools in the Al-Batinah North governorate of the Sultanate of Oman. The results suggested that science teachers show a propensity to use AR; however, not all possess prior familiarity with the technology. Subjects such as physics, chemistry, and biology were identified as areas where AR could significantly enhance learning outcomes. Participants recommended the introduction of instructional programs focused on the application of AR. Additionally, some teachers expressed caution regarding potential adverse effects of AR on humans, a scepticism likely stemming from limited exposure to tangible technological devices. This study contributes to the theoretical understanding by providing empirical evidence that validates the AR Readiness Index as a useful framework for exploring teachers' preparedness to effectively employ emerging technologies. ©2025 the Author(s).

Purpose – This paper aims to represent a pioneering multistakeholder exploratory assessment of the challenges and changes needed for management education contextualization in the Arabian Gulf region, focusing on Oman. Design/methodology/approach – This study is based on 12 in-depth interviews conducted with three key stakeholder groups: deans of business schools (i.e. departments, institutions or colleges offering BBA and MBA programs), chief executive officers and top managers from various organizations and relevant policymakers. Findings – The findings reveal two main challenges in contextualizing management education: balancing local relevance with the requirements of global management education standards, such as accreditation, and limitations associated with faculty members. Despite these challenges, respondents strongly agreed on the importance of aligning management education with local market needs and highlighted the positive impacts of industry engagement and practical student experiences. Originality/value – This study contributes original insights by analyzing management education contextualization in Oman and the broader Arabian Gulf region. It is a pioneering work in this setting, which highlights both the challenges and changes needed to balance global standards and local relevance, in the journey toward management education contextualization. © 2025 Emerald Publishing Limited

Background: Special education facilities are designed to support learners with special needs. These efforts are vital for ensuring inclusive, equitable education and promoting lifelong learning, which aligns with the Sustainable Development Goals. However, a positive learning environment, including addressing disciplinary issues, is necessary for learning. Objectives: This study explored the disciplinary issues that teachers experience in special schools and the contributing factors. Method: The study adopted an interpretive paradigm and employed a qualitative methodology using a phenomenological design. It was grounded on Bronfenbrenner’s Ecological Systems Theory. The data were collected through semi-structured interviews with six special school teachers from two purposely selected secondary special schools and the data were analysed using inductive content analysis. Results: Teachers in special schools attributed learner indiscipline to disengagement, absenteeism, and bullying. These behaviours were linked to a variety of factors such as curriculum pressure, teacher leniency, family dynamics, communication barriers, social grant support, racial influences, peer influence and disability-related behaviour. Conclusion: A holistic approach that includes enhancing teacher training to equip educators with effective classroom management strategies and strengthening home-school partnerships through regular communication and parenting workshops to support family dynamics and address behavioural concerns is recommended. Moreover, training for adapting the curriculum to be more inclusive and diverse learning, as well as establishing peer mentoring programmes to encourage positive behaviour and reduce bullying through social support, are recommended. Contribution: The study contributes to the knowledge surrounding indiscipline in special schools and opens further options for contribution to measures that could be implemented. ©: © 2025. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.