Search Results for
"Article"

The relevance of the problem under study is due to the need to improve the practical skills and competencies of students in the course of training in order to prepare them for competition with other job seekers in employment. In this regard, this article is aimed at identifying the expediency of stu-dents’ participation in competitive selections and grants as a factor that creates conditions for effective practice-oriented learning. The leading method for the study of this problem is a pedagogical experi-ment, which allows us to comprehensively consider the relationship between students’ participation in competitions and their further self-realization and development as young professionals. The article presents the results of monitoring the behavior of students who received an offer to participate in the university-wide competitive selection of student projects, implemented as part of the Program for Supporting Applied Research and Development of Students and Postgraduates of Petrozavodsk State University. The materials of the article can be useful for teaching staff in building a scheme for teaching students and services involved in the recruitment of personnel for large and medium-sized companies that require young professionals to have practical work skills, teamwork skills and creativity. © 2024.

Purpose: This study intends to conceptually and technically examine the literature on work integrated learning (WIL) through a systematic literature review and bibliometric analysis. The present study addresses eight distinct research questions: (1) descriptive features of the extracted literature on WIL, (2) publications trends and thematic evolution in the field of WIL, (3) the most relevant and high-impact sources on WIL, (4) the most global cited articles on WIL, (5) the most relevant and high-impact authors on WIL, (6) the most relevant countries on WIL, (7) outcomes of Bradford’s Law of Scattering and Lotka’s Law of Scientific Productivity and (8) trending research avenues for future studies in the field of WIL. Design/methodology/approach: The present study employed systematic literature review (SLR) and bibliometric analysis mapping techniques to analyze 1,295 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools. Findings: The findings reveal that WIL constitutes a steadily expanding subject discipline, showcasing a notable 23.28% annual growth in scientific production spanning from 2002 to 2023 (July). Australia, South Africa and Canada emerged as the most productive countries within the field of WIL, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning avenues for future researchers in the WIL domain, including education, reflective practices, curriculum, employability skills, international students, learning and self-efficacy. Originality/value: This study contributes to the WIL discourse by providing a comprehensive literature review. The present study’s findings hold significance for graduates, universities, employers, the higher education industry, policymakers, regulators and the broader community. © 2024, Emerald Publishing Limited.

European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification of VET systems in Europe is presented in the present article on the grounds of the size of the vocational enrollment, on the one hand, and the percentage of vocational enrollment in programs in which work and school are combined, on the other hand. Twenty-two European countries with full available information are considered in the study: 18 European Union (EU) countries, three Schengen Area (non-EU) countries (Iceland, Norway, and Switzerland), and the UK (non-EU state outside Schengen). Cluster analysis is a quantitative form of classification. The country groupings emerging from the K-means analysis performed in this paper allow us to distinguish mainly between vocational-oriented countries with high vocational specificity (e.g. Germany, Switzerland, and Austria), highly vocational-oriented countries with traditionally school-based VET programs (e.g. the Czech Republic and Slovakia), and less vocationally-oriented countries (general education-oriented countries such as Estonia and Spain). © The Author(s) 2023.

In this study, we examined articles related to academic quality assurance research in the sub-Saharan African (SSA) higher education context to identify internal and external mechanisms put in place to improve the quality of education. To achieve the objective, the study reviewed published studies to bring to light the standard quality benchmark indicators describing how quality assurance has been promoted in SSA starting from 2012 to 2022. Based on this premise, 143 articles were included in the review in accordance with the set criteria for inclusion. The study found that most of the SSA higher educational institutions give extra attention to the building of human resource capacity and neglected other important practices such as internationalization and the “building of industrial collaborations,” though these were major ingredients for promoting quality assurance. It also came to fore that, amidst the efforts to achieve quality standards in teaching and learning, insufficient funding, lack of efficient academic staff, poor implementation of educational policies, and unstructured program for training and re-training of staff were the major hinderances to the promotion of quality assurance in higher institutions in the sub-Saharan African region. Based on the findings, recommendations were made for policy, practice, and future research in higher education delivery in the sub-region. © The Author(s), under exclusive licence to Springer Nature B.V. 2023.

The basis of this article is a follow-up study of a cohort of pupils in the third largest city of Sweden, Malmö. The pupils finished fourth grade at compulsory school in 2008. We have data about every individual in the cohort as well as corresponding information about their parents. The information concern educational choices, educational accomplishments, employment relations, incomes from work and different kinds of social benefits and allowances. We got annual data on these variables from 2008 until the last follow-up year 2019 when most of the individuals were 21 years old. Most of them left upper secondary school in 2017 when they were 19 years old. They were therefore in the beginning of their transition 2019, either aiming for education or work. The results show that vocational education generated favourable conditions for work and incomes provided that the diploma goals ware reached. Individuals with foreign background and with unfavourable socioeconomic origins were overrepresented among those that didn’t reach the diploma goals; this was true for students on VET-programmes as well as higher education preparatory programmes. It should also be mentioned that experiences from a national programme in upper secondary school generally improved conditions for establishment. Those that didn’t reach the goals of compulsory school and weren’t eligible for studying at a national programme met the greatest difficulties in finding jobs and decent income levels. © The Author(s) 2023.

Student employability (SE) is the foremost requirement for current university, especially in the current pandemic situation that business and industry enterprises require more capable employees to survive in a highly uncertain world. There are several characteristics of the teachers such as personalities and ability to use innovative technologies which influences the employability of the students in Chinese universities. Thus, this study investigates the impact of employment education teachers' qualities, such as personalities and the capacity to use new technologies, on SE in Chinese universities, with a particular emphasis on the moderating function of mix-teaching methods. The research has employed the questionnaires to gather the data from the chosen respondents. The article also applied the smart-PLS to test the hypotheses of the study. The results revealed that the employment education teachers' characteristics have a positive nexus with SE in Chinese universities. The research clearly shows that the mix-teaching technique considerably partially mediates the features of employment education teachers and SE in Chinese universities. This research will aid policymakers in implementing guidelines aimed at increasing SE. © 2024 Wiley Periodicals LLC.

Financial wellbeing is an important component of people’s overall wellbeing, reflecting the capacity to live a comfortable and fulfilling life. Yet virtually nothing is known about this topic for autistic people. This study addressed this gap using a two-phase sequential mixed-methods design. Here, we report on findings from the Phase 2 qualitative study. In this study, 21 autistic participants were purposively selected based on the status of their financial wellbeing, including 12 people with high, and 9 with low, financial wellbeing, and interviewed by an autistic researcher. We identified four themes through reflective thematic analysis. Having access to a stable income made an enormous difference to people’s financial wellbeing. Participants emphasised how their broader social supports, especially family support, shaped their financial wellbeing. Yet, planning financially was often challenging, especially for people who had insufficient money to meet their basic needs. Nevertheless, our participants reported a strong drive to stay in control and avoid unnecessary risk. Our findings revealed how much money matters in autistic people’s lives. Future research should investigate the ways in which autistic people could secure more reliable incomes and identify the most effective ways to support them to achieve financial resilience. Lay abstract: Money matters in people’s lives. It helps to meet people’s basic needs (food, clothes, shelter) and live the lives they want to. When people talk about ‘financial wellbeing’, they mean how much you feel in control over day-to-day finances and how much freedom you have to make choices to enjoy life. We don’t know what autistic people think about these things. That’s why we did our study. We spoke to 21 autistic adults (24–69 years) about how they felt about their financial situation. We deliberately spoke to people who had told us previously they felt ‘financially well’ or ‘financially unwell’ so we could hear a range of opinions. Autistic people told us financial wellbeing meant having enough money to pay for their basics needs, to have a safety net for unexpected bills and not having to worry about money now or in the future. But many felt that good financial wellbeing was not possible for them. They often did not have a stable income to cover day-to-day expenses. This limited the choices they could make. Despite these challenges, autistic people told us they worked hard to budget and save money when they could – because feeling financial insecure was just too stressful, especially when they could not rely on family or friends for support. It made them feel mentally unwell. Our study shows there are many factors that influence autistic people’s financial wellbeing. We need more research to help us understand how autistic people can be supported to achieve financial security. © The Author(s) 2023.

Virtual Reality (VR) has emerged as a promising solution to address the pressing concern of transferring know-how in the manufacturing industry. Making an immersive training experience often involves designing an instrumented replica of a tool whose use is to be learned through virtual training. The process of making a replica can alter its mass, making it different from that of the original tool. As far as we know, the influence of this difference on learning outcomes has never been evaluated. To investigate this subject, an immersive training experience was designed with pre and post-training phases under real conditions, dedicated to learning the use of a rotary tool. 80 participants took part in this study, split into three groups: a control group performing the virtual training using a replica with the same mass as the original tool ($\mathrm{m}=100\%$), a second group that used a replica with a lighter mass than the original tool ($\mathrm{m}= 50\%$) and a third group using a replica heavier than the original tool ($\mathrm{m}=150\%$). Despite variations in the mass of the replica used for training, this study revealed that the learning outcomes remained comparable across all groups, while also demonstrating significant enhancements in certain performance measures, including task completion time. Overall, these findings provide useful insights regarding the design of tool replicas for immersive training. © 1995-2012 IEEE.

Family and Community Medicine is the most offered and chosen specialty in the MIR (Spanish medical residency examination), however, every year its attractiveness is questioned due to not all offered positions being filled and a certain number of resident doctors deciding not to continue in this specialty once started. In this context, some of the proposals to address the problem focus on increasing the supply when the facts show that the challenge lies in addressing the demand by making the specialty and its professional scope more attractive. The problem and its determinants are analyzed in this context by focusing on four elements that may be influencing it: the vocational aspects of medical graduates who pursue specialization, the characteristics of the specialty program and the teaching units where training is carried out, the presence of family medicine in the university as a key element for knowledge and affinity to this specialty from undergraduate studies, and finally, the situation of primary care as the space where training is materialized and the priority setting for the professional practice of future specialists. © 2024

This article applies a (micro)biographical approach to the life stories of two Ottoman orphans sent to Germany to receive vocational training during World War I, Ali and İ smail Dağlı. Coupling family archives, oral and visual sources with state documentation, I elaborate on the post-Ottoman afterlives of German know-how, education, and capital in the social and economic history of Turkey. Biographies of Dağlı brothers show that the successors of both empires restored former channels of circulation of expertise, technology, and labor. Especially seen in the context of Jewish emigration, the life and work history of the brothers elucidate the positive reception of their German education, the importance of their position as “cultural intermediaries,” and the extent of Turkish-German business entanglements. © 2024 by The German Studies Association.