Search Results for
"Higher education"

In this study, document analysis was used to investigate the developing role of supervisors in Germany. The industry plays a key role in dual system of vocational education and training, in which students receive apprentice-style training under an experienced supervisor. Germany passed the world’s first law regulating the qualifications of apprenticeship supervisors in 1972, and it had been expanded to cover all sectors of the economy by 1999. However, many companies found the qualifications too demanding, and ceased participating; as a result, these regulations had been suspended for five years. A revised set of regulations, the Regulations on Supervisor Qualifications, were adopted in 2009, reducing the difficulty of the entry-level examination, while adding an exam for qualifying as a supervisor at a higher level. At the same time, more supervisors have been appointed, but few were fully qualified, which raised the issue of legal effectiveness. Moreover, the continuing expansion of higher education and academicization of vocational education have impacted the supervisory system. In order to attract more students, the vocational education system in Germany has been made more academic and has begun awarding degrees at three levels. Yet, these modifications have not been received by many companies. © 2024, Department of education, National Taiwan Normal University. All rights reserved.

The rise of digital freelancing platforms has facilitated the growth of the gig economy since the coronavirus disease (COVID-19) outbreak. Majority employees encountered significant challenges, such as retrenchment, layoffs, and firm closure. Numerous individuals were involved in the gig economy after the pandemic, as the transition require the digital skills to meet the employement demand. Rapid technological advancement is perceived to provide more benefits than disadvantages, as demonstrated by the drastically increased number of digital workers in Malaysia. The Malaysian workforce currently prefers to work in the gig economy, which has been trending due to higher job accessibility and flexibility continuously. Thus, preparing the university students with digital competency is important to prepare skilled worker to continuosly contribute to the gig economy. However, there are several challenges to create awareness and upskilling the digital competenc among university’s students. The digital competency is becoming a necessary skill set in the modern era, which has changed the education and employment landscape. The research aims to predict the communication, creation, and information skills effect on perceived digital competence with moderating of student’s attitude. There were 435 sample from local university were participated and the data collected continued to analyze structural equation models (SEMs) using Smart PLS. The measurement and structural model analysis results demonstrate that people’s perceptions of their level of competence in the digital realm are significantly influenced by their attitude, information skills, communication, and creative skills.The findings indicates the direct relationship between information, creation, and communication skills has supported perceived digital competence. However, the moderating of attitude does not moderate the relationship. The finding implies that the Malaysian higher Learning education including private or local universities, have to take action and strategize ways to upskill and re-skill students’ digital skills to prepare them with the digital skills for the employement demand. © (2024), (Elite Scientific Publications). All rights reserved.

Recognizing motivation as a key element significantly contributes to students' success in higher education. Specifically, motivation in learning greatly influences their adaptation to the academic demands and expectations of this level. This study aims to evaluate the effect of hybrid learning on motivation and learning achievement among engineering students enrolled in multimedia and animation courses. The research employs a quasi-experimental design, comprising experimental and control groups. One group utilizes conventional face-to-face learning, while the other adopts hybrid learning. Each group consists of 25 randomly sampled students from the informatics engineering program. The data collection process involves administering a questionnaire to assess motivation, adapted from Martin (2001), alongside exam assessments. The results indicate a significant difference in motivation (p = 0.024 < α = 0.050) and learning achievement (p = 0.033 < α = 0.050) between the two groups. Furthermore, Pearson correlation analysis revealed a strong correlation between motivation and learning achievement (Sig. value (2-tailed) = 0.000 < α = 0.05). The findings indicate a significant and strong correlation between motivation and learning achievement. Consequently, it can be inferred that an increase in motivation is associated with a corresponding increase in learning achievement, and vice versa. This suggests that hybrid learning can effectively enhance the teaching of animation and multimedia course within the informatics engineering department's curriculum. © 2024, Collegium Basilea. All rights reserved.

Integrating education 4.0 in higher education necessitates a transformational leadership approach that champions innovation and technology adoption. This paper reviews the impact of transformational leadership in fostering a conducive environment for education 4.0, emphasising personalised and technology-enhanced learning experiences. With their vision and motivational prowess, transformational leaders are crucial in steering educational institutions through digital transformation, encouraging the adoption of advanced technologies like artificial intelligence, virtual reality, and data analytics. These leaders are pivotal in nurturing a culture of continuous improvement and empowerment, actively involving team members in pursuing collective achievements and personal growth. The study highlights the importance of transformational leadership in addressing the dynamic challenges and opportunities presented by education 4.0. By inspiring educators and students to embrace change, transformational leaders facilitate the integration of innovative teaching methods and technologies, enhancing learning outcomes and preparing students for the demands of the digital age. The findings suggest that transformational leadership is instrumental in creating a flexible, relevant, and forward-thinking educational environment that aligns with the objectives of education 4.0. This paper advocates strategically emphasising the development of transformational leaders within academic institutions. Such leadership is essential for navigating the complexities of digital-area education, ensuring institutions remain adaptive and responsive to technological advancements, and equipping students with the necessary skills to thrive in a rapidly evolving landscape. © 2024 by author(s). Journal of Infrastructure, Policy and Development is published by EnPress Publisher, LLC.

The rapid development of higher education has made the social supply far greater than the social demand, which has created the problem of difficult employment for college students. The implementation of the national strategy of strengthening human resources and the healthy development of a harmonious society is facilitated by solving the employment problem of college students. In this study, we first constructed a model of college students’ employment through factor analysis and explored the key factors that affect the employment quality of college students. The keywords were used to extract the hotspots of corporate recruitment and to extract measurement variables such as GPA scores. Factor analysis was used to find out the potential variables, extract the effective factors greater than 1, name and number the principal component factors, and identify the items with the highest correlation of each principal component factor, respectively. The model of this paper was validated through exploratory and validation analyses on the obtained data, which were consistent between the validation and exploratory samples. The actual value of X2 was 0.7312, which was in line with the evaluation criteria. The evaluation criteria are met by the values of the other five indicators. The model’s high fit and scientific construction are reflected by it. This paper integrates factor analysis with the exploration of college students’ employment pathways, providing a set of application models that can be used as a reference. © 2024 Qian Liang, published by Sciendo.

It is an indisputable fact that there exists a non-integrated phenomenon between educational theory and practice, and educational theory and practice have the correlation of both interdependence and mutual deviation, so how to make the two coordinate and harmonize the development of the two has become a hotspot of the current research. In this paper, under the perspective of evidence-based education, we explore the coordinated development of the two, construct the coordinated index system of theoretical and practical education, and utilize the entropy weighting method to assign weights to the index system. Subsequently, taking School A as an example, the data-driven web crawler technology was utilized to obtain the relevant data, and the internal coordination level and future development trend of its theoretical and practical education were measured by the linear weighting method, the coupled coordination degree model, and the GM(1,1) model, respectively. The results show that the coupling coordination degree of its theoretical and practical education increases from 0.1489 in 2013 to 0.5609 in 2022, and although it maintains an upward posture, the overall values are lower than 0.6, and the coupling coordination level is low. In addition, the level of theory and practice education coordination is showing a continuous upward trend, with an average growth rate of 15.19%, but has shown a slowing trend. The coordinated and healthy development of theory and practice education in higher vocational colleges and universities can be realized from three aspects: enriching the form of theory and practice education activities, strengthening the atmosphere of theory and practice education, and school-enterprise cooperation. © 2024 Haiying Wang et al., published by Sciendo.

Employability has been a priority for higher education institutions, and some skills, such as auditing skills, are necessary for students to enter into work life. In this regard, auditing skills can be applied in the food industry in different areas such as production, food safety, quality assurance, and environmental responsibility. Developing these skills could take years of practice and the completion of several courses, certifications, and diplomas, increasing the existing gap regarding auditing skills. In this work, 25 students from a Design of Process and Food Safety Management Systems class implemented a Food Safety and Food Quality checklist based on the Mexican regulation NOM-251-SSA1-2009 Hygiene Practices for Food, Beverage, and Supplement Processing, to analyze a real-life challenge in a beverage company that participated as a Training Partner. Two soft skills were evaluated: decision-making and problem-solving. The problem-solving effectiveness of these instruments was assessed by collecting the feedback of an experienced auditor and a representative from the audited company. The average result obtained for students after auditing the beverage company was 67.04, which was close to the assigned grade from the senior auditor (72.94), which indicates a good estimation from the instruments generated by the students. This exercise demonstrated the effectiveness of the students in performing accordingly and delivering the expected outcomes in front of a real industrial challenge. The combination of continuous education with a work-based challenge functioned as a laboratory for the students, where they can obtain technical skills in combination with fundamental, personal, and cooperative skills, which are necessary for facing industry challenges in an environment of globalization. © © 2024 García-García, García-Caballero, Villarreal-Lara and Mirón-Mérida.

In light of the hospitality and tourism (HT) industry gowing rapidly globally, the number of HT courses continues to grow as well to satisfy the demand for a competent workforce. However, the quality of HT education is not in sync with the HT industry due to the rapid and varied changes in the work world, which requires the educational setting to adapt accordingly. The main objectives of this study are to assess HT graduates’ work readiness as well as determine the criteria for higher employability in this sector. Using semi-structured interviews, data was collected from 24 participants (17 industry practitioners and seven lecturers collectively) in Klang Valley, Malaysia. The main takeaway of the study is the contrasting viewpoints of industry practitioners and academics regarding the work readiness of HT graduates. Findings also indicate that two components are relevant in achieving higher employability for the future HT industry, namely soft skills and behavioural attributes. © The Author(s) 2024.

An engaged workforce is vital for higher education institutions to contribute positively to the developing world. The purpose of this study is to examine employee engagement and its significance for academic and administrative employees at the Durban University of Technology in the Province of KwaZulu-Natal in South Africa. The study opted for a quantitative research design to explore the role and importance of employee engagement. The target population consisted of 1,861 university employees at the selected university in South Africa, and 320 employee from different university units and positions were selected using simple random sampling without replacement. The results revealed that 80% of respondents exert high levels of physical energy, concentration, and dedication toward achieving institutional objectives. Additionally, the results showed a significant difference in the support employees get, with administrative staff receiving more support than academic staff members. The study concluded that university employees exhibit high levels of physical energy at work. In addition, the study found a significant and positive relationship between employees exhibiting high levels of physical energy at work and employees who find their work meaningful and experience inspiration. © Tatenda Chikukwa, Melanie Elizabeth Lourens, SIzwe Vincent Mbona, 2024.

This study aims to investigate the factors that contribute to internship stress among Vietnamese students by analyzing the associations between personality traits, internship stress, stress mindset, and demographics. A cross-sectional study design was utilized, comprising 149 Vietnamese students who were engaged in internship programs. The data gathering process encompassed the assessment of personality traits, internship stress levels, stress mindset, and participant demographics, which encompassed gender, age, GPA, and internship hours. We conducted path analyses to examine the relationships between these variables, and conducted moderation analyses to explore the interaction between age and the impact of extraversion on internship stress. Increased degrees of neuroticism were associated with a negative stress mindset, and this association was largely mediated by the stress experienced during an internship. Age moderated the negative association between the trait of extraversion and internship stress. More precisely, the association between extraversion and stress was significantly greater among younger students than it was among older students. Female students reported a lower stress mindset compared to male students, and higher GPAs were associated with both reduced internship stress and a more optimistic stress mindset. The results indicate that specific personality traits, such as neuroticism and extraversion, as well as internship stress, have a notable impact on the stress mindset of Vietnamese students. Gaining insight into these aspects can guide the development of internship programs that provide greater support and equip students with specific coping methods to enhance their well-being and manage internship difficulties more efficiently. © 2024 by the authors.