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"Higher education"

In work-based learning (WBL), autodidactic, informal, nonformal, and formal approaches to learning are viewed not as dichotomous, distinct, or divergent spheres along a continuum but as intersected and clustered spheres. In WBL, prior learning, professional development, advanced standing, and other forms of learning are therefore formally recognised and used to guide future learning; the past merges with the future, informal learning inspires formal learning, work experience and professional practice inform and animate scholarship, and the personal combines with the professional to create a rich and well-considered hybridised learning experience. Using a proto-theoretical model of learning at the postgraduate level, this paper examines the nature of this intersected learning space and provides a real-world example from an Australian postgraduate WBL degree programme to vitalise and concretise the proto-theory. To effectively approach and begin the systematic interrogation of work environments and complex work-related problems, which is a hallmark of WBL, every necessary form of learning must be brought to bear on (or at the least be made available to) practitioners who seek to understand and adapt to the situatedness of rapidly changing work. In so addressing, this paper contributes to the literature on WBL as it has been applied to higher education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research aims to analyze the vocational higher-order thinking skills (V-HOTS) of pre-service teacher interns at teacher education colleges during an internship at vocational high schools. The research employed mixed methods through (1) observation and evaluation of student preparations, (2) semi-structured interviews on the role of teachers in improving V-HOTS in schools, and (3) distributing questionnaires of students' perceptions to the tenth grade across six vocational high schools divided into two clusters. The results demonstrate that the intern teachers succeeded in mastering V-HOTS according to students' perceptions, where they achieved scores that far exceeded the previously set standards. Further statistical analysis revealed significant differences in perceptions between the two groups of intern teachers (Clusters I and II), indicating variations in the understanding or application of V-HOTS between the two groups. This implies that the pre-service teacher interns in Cluster II have better V-HOTS in implementing internship programs, although the schools in Cluster II are less supportive of information and communication technology (ICT). This research provides insights into the effectiveness of V-HOTS among pre-service teacher interns, suggesting that additional support and resources might be needed in schools that are less supportive of ICT to ensure consistent application of V-HOTS. © 2024 Conscientia Beam. All Rights Reserved.

Introduction: the introduction of psychological and pedagogical disciplines contributes to integrating higher education into European standards, leading to the development of a competitive specialist in changing employer requirements. Agrarian education slowly introduced psychological and pedagogical methods, which was the reason for the slow reformation of educational approaches in the field and did not contribute to the growth of the profession’s prestige. Objective: the study aimed to determine the methodology of psychological and pedagogical disciplines based on the analysis of structural subdivisions, teaching staff and features of the pedagogical and psychological profile disciplines in agrarian universities. Method: the method of synthesis, analysis, survey, grouping, comparison, visualisation and generalisation of results is applied. Results: the study results established that there are departments of psychology and pedagogy and professional teaching staff in the studied universities. The presence of compulsory and optional subjects, which differ in different institutions, was determined, which is explained by the autonomy of institutions in determining the form of teaching subjects by individual requests. Conclusions: at the same time, autonomy does not involve monitoring the effectiveness of educational activities, which was confirmed by the results of a survey of students and teachers, which revealed the popularity of outdated educational methods among teachers and low motivation among students in methods that develop creativity and the practical application of acquired knowledge. Instead, some pedagogical practices have found wide application and have shown effectiveness in developing communication skills, teamwork, and organisation. © 2024; Los autores.

Introduction. The research problem pertains to the entire system of vocational education; however, it is illustrated through the example of higher education. The job-education mismatch effect refers to the phenomenon where university graduates, regardless of whether they hold a bachelor’s or master’s degree, choose jobs that do not align with their level of education. Aim. The present article aimed to provide a theoretical conceptualisation and empirical analysis of the job-education mismatch effect at various stages of the transition from university to the labour market (six months, one year, and 7–10 years). During these stages, university graduates can evaluate how their university experiences have influenced their career choices. Methodology and research methods. The empirical sample comprised monitoring surveys of university graduates from a large Russian university conducted between 2017 and 2022, six months after graduation (n = 7,706). Additionally, semi-structured interviews were carried out with respondents in 2021 (n = 10). This information was further supplemented by semi-structured interviews with middle-aged workers conducted 7 to 10 years after graduation (n = 10) and by monitoring the effectiveness of Russian universities based on the number of enterprises serving as practical training bases under agreements established with universities from 2020 to 2022. Results. The results of the study reveal differences in the selection of initial professional trajectories among university graduates with varying educational backgrounds. The typology of these choices categorises graduates into four groups: achievers, indifferentists, rationalists, and self-realisers. The findings, derived from a quantitative assessment of the university-business partnership network, raise concerns about how this network is managed by universities, especially within federal universities and those adhering to the industrial leadership track outlined in the programme Priority-2030. Scientific novelty. The research materials contribute to the development of scientific insights into the behaviour patterns of young people as they make professional choices in the context of labour market variability. Practical significance. The reduction of the job-education mismatch can be enhanced through project-based learning, which fosters direct interaction between industry partners and students. This engagement increases interest in the cultivation and early recruitment of proactive students for the development of high-tech industries and intellectual services. © Melnik A.D., Sudakova A.E., Antonova N.L.

This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level. © 2024, Politeknik Negeri Padang. All rights reserved.

The Malaysian government’s heightened focus on Technical and Vocational education and Training (TVET) reflects a strategic move towards economic and social development, particularly in addressing youth unemployment. Recognizing the potential of TVET to contribute to these goals, there is a specific emphasis on enhancing the marketability of women in the workforce from the current 62 percent to an ambitious 95 percent. However, a notable gender gap persists in entrepreneurial pursuits within the TVET sector in Malaysia, with female representation lagging. To bridge this gap, this study aims to construct a comprehensive framework that nurtures future-ready female TVETpreneur talent. This initiative aligns with the Malaysian higher education Blueprint, 2021–2025, i.e., fostering a diverse and innovative workforce. An extensive literature survey was conducted to identify the factors influencing female TVET students’ entrepreneurial intention. The literature revealed that social psychological and organizational approaches are commonly used to explore and analyze the relationship between the influence of female TVET students’ talents and behavior, their exposure to entrepreneurship, mentorship and support programs, role models in TVET, curriculum design, and access to resources. A comprehensive theoretical framework was developed based on these findings, which offers significant insights related to enhancing TVET opportunities for women and advancing Malaysia’s economic and social development goals in a sustainable way. © 2024 by author(s).

The educational solutions put forward in the 2019 Conservative Government's Levelling Up programme privileged higher-level skills training delivered through further education, sidelining traditional university degrees, reflective of broader critiques levelled at the higher education sector in terms of the value for money of some degrees. It goes without saying that further education provides crucial opportunities for many people and our analyses of Linked Educational Outcomes Data (LEO) presented here support previous research on the returns to further education study. However, it also underlines the way returns are contingent upon race, gender, socio-economic status, subject of study and, most importantly, geographic location of employment. This is reflective of the broader spatial division of labour that is the characteristic of the UK economy, which the educational components of Levelling Up did little to disrupt. We argue that the Levelling Up programme maintained the status quo with economically less prosperous localities seen as ‘places of labour’–serving the controllers of capital in existing prosperous places, where the degree educated must continue to flock to take up the strategic control functions of economic production. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

One of the hallmarks of an ever-changing educational landscape is that students are paying considerably higher fees to study higher education courses, including those offered by college-based HE providers. As such, the student experience becomes of paramount importance to ensure student needs are met. To this end, this project sought to discover the best practice(s) needed to ensure a newly built campus is prepared to deliver college-based higher education (CBHE). Using a mixed-methods research design, the project investigated the new campus’ potential for further HE growth, particularly given that there is no higher education institute (HEI) presence in the location where the research took place. This research aimed to investigate how specific spaces at a new FE college campus can benefit HE students. By examining the design and utilisation of these spaces, the study seeks to understand their impact on student experience, community building, and the amplification of student voices in the decision-making process. The findings provide insights for policymakers and CBHE providers on creating supportive and inclusive learning environments that cater to the diverse needs of their student populations. The findings revealed that the HE student experience is constantly evolving, and demands for quality learning environments are increasing. In co-collaboration with a sample of existing students, a framework was established that colleges could use to purposefully improve their overall experience of studying higher education within a further education environment. This research is of use to policymakers, CBHE providers and their staff, and all stakeholders with a responsibility in CBHE. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Dual apprenticeship training is discussed as a promising strategy for the labour market integration of refugees. In this process, companies play a central role. In dependence of their regional and occupational situation, they themselves are faced with the problem of not finding apprentices for the training places they offer. Are companies with vacant VET positions more likely to train refugees than companies without vacant VET positions? And in which relationship does the apprenticeship training of refugees stay with the technological infrastructure of the company? Multivariate panel analysis of the BIBB-Establishment Panel on Training and Competence Development 2016 & 2017 expand the empirical evidence, existing up to 2018: The higher probability of VET-contracts between refugees and companies with vacant VET-positions than with companies without vacant VET-positions, suggests that companies, on the one side, recognize the potential of the additional group of applicants to fill hard-to-fill apprenticeship training places, and refugees, on the other side, take advantage of the higher chances of access to companies struggling to find apprentices. Regarding the technological infrastructure the analysis shows that it depends on the specific technologies, whether they foster or hinder the apprenticeship train ing of refugees. The article is based on the situation in Germany in the years 2015–2017. Results cannot be easily transferred to other periods (or countries), as the inte gration capacity of the dual apprenticeship training system depends heavily on factors such as the socio-economic characteristics of the immigrants considered at the time. © The Author(s), under exclusive license to Springer Fachmedien Wiesbaden GmbH, part of Springer Nature 2024.

Employability is key for higher education institutions (HEIs) yet research on stakeholder viewpoints of employability is limited. We explored views of employability among learner, teacher and careers and employability practitioner stakeholder groups. Interview transcript data was thematically analysed and organised within an ecological systems theory (EST) framework. Findings underscored the importance of plural definitions, burdens linked to ‘embedding’ employability within HEI curricula, the close links between employability and neoliberalism and ethical issues pertaining to citizenship and social responsibility around embedding employability. Findings underscore the need for HEIs to cultivate plural and ethical discussions of employability involving key stakeholders. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.