Search Results for
"Higher education"

Purpose: The purpose of this study is to investigate the conceptualization of skillset development, particularly in the context of higher education, with a focus on its impact on employability. Given the challenges faced by graduates in meeting the expectations of employers due to perceived deficiencies in their skills and abilities, this research aims to explore the varied skills, personal traits, and knowledge bases necessary for successful employability. By conducting a review of existing literature and meta-analysis of research investigations, the study seeks to elucidate the theoretical underpinnings of skillset development, particularly in the context of the COVID-19 pandemic. Methods: This study employs a systematic approach, involving a review of existing literature and a meta-analysis of research investigations on skillset development. Special attention is given to employability skills, task-related skills, self-management, and technical knowledge required by employers. The researchers analyze scholarly articles and empirical studies to identify conceptual frameworks and key themes related to skillset development in higher education. Through rigorous examination and synthesis of this literature, the study aims to contribute to a deeper understanding of skillset development processes and their implications for employability. Results and discussion: The review and meta-analysis of research investigations reveal insights into the multifaceted nature of skillset development in higher education. Employability skills, task-related skills, self-management, and technical knowledge emerge as critical components influencing graduates' success in the job market. The study discusses how these skills and attributes are conceptualized and cultivated within the educational context, considering factors such as pedagogical approaches, curriculum design, and industry relevance. Furthermore, the impact of the COVID-19 pandemic on skillset development and employability is examined, highlighting both challenges and opportunities for higher education institutions and graduates. Implications of the research: The findings of this research have significant implications for higher education institutions, policymakers, employers, and graduates. By providing insights into the conceptualization and development of employability skills, the study informs strategies for curriculum design, teaching methodologies, and career counseling services. Additionally, the research underscores the importance of addressing the diverse skill needs of industries and adapting educational practices to meet evolving demands. For graduates, the study offers guidance on enhancing their skillset and improving their employability in a competitive job market, particularly in the context of post-pandemic recovery and economic transformation. Originality/value: This study contributes to the literature by offering a comprehensive analysis of skillset development in higher education and its implications for employability. By synthesizing existing research and identifying key themes, the study provides a theoretical framework for understanding skill acquisition and enhancement processes. Moreover, the examination of skillset development during the COVID-19 pandemic adds a novel perspective to the literature, shedding light on the challenges and opportunities presented by this unprecedented global event. Overall, this research offers valuable insights for stakeholders involved in education, workforce development, and career advancement. © 2024 ANPAD - Associacao Nacional de Pos-Graduacao e Pesquisa em Administracao. All rights reserved.

The rising unemployment rates among fresh graduates have been attributed mainly to skill deficiency in the job market especially in this era of Industry 4.0. Thus, it is important to investigate the level of readiness of lecturers to teach Industry 4.0 technologies in the different types of universities and disciplines. Descriptive survey research was undertaken using 84 lecturers from private and public Malaysian urban universities. A questionnaire based on the 21 dimensions from the Ministry of International Trade and Industry (MITI) Malaysia (2018) Industry4WRD Readiness Criteria Model was constructed to measure lecturers' readiness to teach Industry 4.0. The validity and reliability of the questionnaire were high. Results revealed that the lecturers had low level of readiness to teach Industry 4.0 skills, there were no significant differences in readiness to teach Industry 4.0 between private and public university lecturers on all dimensions, and there were also no significant differences in readiness to teach Industry 4.0 between Engineering and Computer Science lecturers. Results from this study could be used to identify and rectify lecturers' lack of readiness to teach on specific Industry 4.0 dimensions. Future research should focus on replicating this study with a larger sample size and identify approaches to improve lecturers' readiness to teach Industry 4.0. © 2024 TEMPUS Publications.

Three marine organizations teamed up in the summer of 2023 to prepare Canadian ocean mapping students to become ‘hydrographers of the future’. The first-of-its-kind internship programme focused on equipping the students with the technical skills and knowledge that are increasingly required in the hydrography profession but are not yet taught in many college programmes because they are so new and evolving at such a rapid pace. © 2024 Geomatics Information and Trading Centre B.V.. All rights reserved.

Background: BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered, closed-loop teaching model that emphasizes real-time communication and feedback. Objectives: The purpose of this study was to review and evaluate the effect of BOPPPS teaching model in “Fundamentals of Nursing” teaching. Methods: We conducted a meta-analysis of randomized controlled trials (RCTs) based on the BOPPPS teaching model in “Fundamentals of Nursing” teaching. To review domestic and foreign databases for the period 2010 to September 2023. Finally, 13 RCTs were included and the teaching outcomes were measured and analyzed. Two researchers independently identified, selected, and extracted data from the study and examined the risk of bias. The primary outcomes were students’ examination scores (theoretical scores: scores obtained in the nursing fundamentals course, reflecting students’ understanding and mastery of the course content; practical scores: assessment results based on practical application or experimental skills, evaluating students’ practical skill level). The secondary outcomes were self-learning ability score: indicators assessing students’ self-directed learning ability, reflecting their competence in independent learning and autonomous exploration; and satisfaction rate of teaching effect: the overall satisfaction rate of students with the teaching effects experienced during teaching process reflects the proportion of students’ acceptance and satisfaction with the teaching program. The results were evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) profiler software. The GRADE profiler software is used to assess and grade the recommendations according to the GRADE (Grading of Recommendations Assessment, Development, and Assessment) criteria. Results: A total of 13 studies were included, consisting of 2,991 nursing students. Among them, 1,465 students were in the BOPPPS teaching group, while 1,526 students were in the traditional teaching group. The summary analysis of the main outcomes showed that the BOPPPS teaching model had significantly higher scores in theoretical score (MD = 3.35, 95% CI: 2.35–4.35, Z = 6.56, p < 0.00001), practice score (MD = 4.50, 95% CI: 1.95–7.05, Z = 3.45, p = 0.0006), and self-learning ability score (MD = 6.76, 95% CI: 5.38–8.14, Z = 9.60, p < 0.00001) compared to the traditional teaching group. The satisfaction rate of students in the BOPPPS teaching group regarding teaching effectiveness was 89% (95% CI = 0.84–0.93). The differences were statistically significant (p < 0.05). The GRADE evidence level for theoretical score and satisfaction rate of teaching effect is low. The evidence level for practice score is very low, and for self-learning ability score is moderate. Conclusion: The BOPPPS teaching mode is helpful to improve the theoretical score, practice score, and self-learning ability score of “Fundamentals of Nursing,” and improve the satisfaction rate of students to the teaching effect. The teaching effect is better than the traditional teaching method. © © 2024 Li, Li, Liu and Li.

Instructional Design for Organizational Justice prepares instructional designers to use culturally relevant, performance-based learning materials and environments that improve organizational and workplace learning experiences for today’s diverse, globalized contexts. With socially just leadership and DEI initiatives growing in institutions across sectors, today’s instructional design programs must prepare graduate students to be more culturally relevant, equity-minded, and inclusive in their professional practice. This textbook explores the implementation of systematic, systemic, and performance-oriented designs alongside the use of organizational justice theory to facilitate more equitable, inclusive performance improvement and workplace learning interventions. The book introduces the Learning and Performance Support Instructional Design (LeaPs ID) Model. Applicable to instructional designers, educational technologists, learning experience designers, learning engineers, and human resource development professionals, this original, iterative process: integrates common ID heuristics, design-based thinking, culture, equity, inclusion, and other inputs external to the organization and ID project; Portrays a realistic, scalable, iterative, agile approach to the ID process; aids in the design of environments in which adult learners can observe, practice, and receive feedback, building the knowledge and capacity required for their desired performance; and is illustrated by a wealth of examples, templates, and processes developed in the field to support adult learners and collaborate with subject matter experts. Relevant to business, government, military, non-profit, non-governmental, and higher education settings, this unique and comprehensive volume lends itself to uncovering values and motives essential to successful agile project management as well as to diversity, equity, and inclusion initiatives and social change. © 2025 Lisa A. Giacumo, Steven W. Villachica, Donald A. Stepich.

To date, little research has examined the human resources side of sustainability. To bridge this gap, we examined human resource management (HRM) practices and sustainable development in the micro-level higher education context in Oman. Quantitative research was used to test the predictors of sustainable development. We received 347 responses from employees working in 10 higher education institutions (HEIs) in Oman. The structural as well as measurement model was calculated using SmartPLS. The result showed that training is a unique source of creating sustainability. The mediating effect of knowledge retention was found to play a significant role in this relationship. We found that many HEIs need to do more to make employees understand the importance of their contribution to the achievement of this goal. HEIs play a significant role in the development as well as implementation of sustainable practices. Significantly, we enrich the understanding of the emerging universal wave of sustainability by identifying how vital HRM practices impact sustainable development from an academic and professional perspective. The study is restricted to Oman, but the research impact and applicability may be conducted in another environment or sectors. Sustainability and knowledge retention in HEIs are paramount issues for everyone. © 2024 K.J. Somaiya Institute of Management Studies and Research.

Given the skills and competencies that culinary arts students possess, the purpose of this study is to create a conceptual framework for defining and raising the bar for postsecondary culinary education. Graduates are certain to be well-equipped with the knowledge and abilities that employers value in Botswana. A quantitative approach was utilised, with questionnaires, based mainly on graduates’ competencies. Data were sought from executive chefs and 105 effective responses were received covering views on skills and competencies possessed by culinary arts graduates in the hospitality industry. The findings suggest that group tests be implemented to evaluate students’ abilities in communication and management, including overseeing kitchen operations. The effectiveness and applicability of the assessment methods should be regularly reviewed by institutional administrators. Stakeholders should work with higher educational institutions to provide the required training, to develop the right competencies and skills that graduates need to benefit the industry. Proficiency in menu design and food costing makes individuals more marketable in the hospitality industry. © 2024 AJHTL/Author(s) | Open Access – Online @ www.ajhtl.com

Background: Early childhood education (ECE) is crucial in cultivating creativity, especially in today’s tech-savvy world. This study explores the impact of collaborative project-based learning (PjBL) with computer and play motivation on kindergarten children’s creativity. Aim: Our research aimed to determine if collaborative PjBL, combined with computer-based activities, enhances creativity compared to independent PjBL. We also examined the influence of play motivation on computer-based creativity. Setting: The study was conducted in Makassar Lotus Kindergarten, Indonesia, involving 30 Grade B kindergarten students. Methods: We employed a post-test control group design and systematically selected two matched classes. The experimental group engaged in collaborative PjBL, focussing on computer activities to foster creativity, while the control group experienced independent PjBL. Creativity assessment encompassed originality, art, fluency, flexibility, self-actualisation, and creative skills. Results: Collaborative PjBL had a more significant impact on children’s computer-based creativity than independent PjBL. Children with high play motivation also exhibited higher creativity levels during computer-based activities. Conclusion: This study underscores the potential of collaborative PjBL in promoting creativity among kindergarten children in the digital era. It highlights the significance of innovative teaching methods and children’s intrinsic motivation in nurturing creativity. Contribution: These findings contribute to the ongoing discourse on effective ECE strategies that harness technology to foster creativity. © 2024. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.

Background: In response to the demands for improvement in teacher education, professional practices have emerged as a fundamental component for integrating theory with practice in the preparation of future teachers. However, it is crucial to understand the orientations and functions inherent to these practices in physical education teacher education. Objective: To identify the orienta-tions and functions of professional practices in physical education teacher education. Method: A scoping review of articles published between 2003 and 2023 in relevant databases such as Wos, Scopus, Scielo, Sportdiscus, ERIC and Dialnet was conducted. The review followed the PRISMA-ScR statement. Results: 33 relevant papers were identified and categorized into six main themes: teaching com-petencies, teacher self-efficacy and confidence, reflection and critical thinking, integration of theory and practice, impact on profes-sional identity, and mentoring and supervision in internships. Conclusions: Professional internships stand out as fundamental spaces for the development of competencies in future physical education teachers. Specifically, it was observed that these internships facilitate the comprehensive development of students by providing them with opportunities to apply theory in real teaching contexts. In addition, influential administrative aspects related to the planning and monitoring of internships were identified. © 2024 Federacion Espanola de Docentes de Educacion Fisica. All rights reserved.

The integration of digital technologies in education has led to major changes, including the rise of project-based work. However, learners often face challenges in navigating through the abundance of available resources. To tackle this issue, a recommender system is being designed to support a digital project portfolio platform. The system aims to improve transparency, networking, collaboration, and cooperation among educational stakeholders. Personalised recommendations are crucial to match resources to individual learners’ needs, improve their experience and foster potential collaborations and entrepreneurial ideas. To achieve this goal, understanding the learner’s requirements is essential. This study aims to investigate the needs of students in the development of a recommendation system for a project portfolio platform in education through an extensive literature review and qualitative semi-structured interviews. The study involved interviews with seven students from different study programs and educational departments using pre-designed mockups and presentation slides. The results showed that students considered the use of a user-centred recommendation system for a project portfolio platform in educational institutions to be important and valuable. Further research could include other study programs in the qualitative survey. The representativeness of the overall findings can then be evaluated using quantitative methods. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.