Search Results for
"Higher education"

This study analyzes the relationships among student-faculty partnership, student engagement, academic performance, sense of belongingness, and satisfaction in higher education institutes students. Student-faculty partnerships improve educational outcomes, but Chinese higher education need further study. This study examines Chinese educational system linkages and mediating processes to address this gap. This study finds significant gaps in the understanding of student-faculty partnerships and their results by reviewing the literature. A quantitative data from surveys of Chinese university students form students was used in this study. SEM statistical method was used to analyze the data to determine correlations and mediating effects. This study affects educational institutions and policymakers. Student-faculty partnerships positively affect student involvement, academic success, belonging, and higher education satisfaction. Student engagement and sense of belonging influence the association between student-faculty interactions and academic success and satisfaction, respectively. These studies demonstrate how good student-faculty partnerships improve student outcomes and satisfaction in Chinese higher education. The paper adds empirical information and clarifies how these relationships affect crucial educational outcomes. © 2024 Ediciones Universidad de Salamanca. All rights reserved.

The teaching forms of colleges and universities in the informationization era are diverse, and virtual reality and augmented reality technology appear in the field of teaching technology as a new type of teaching media and have become a hotspot of technology application in education and teaching. The article proposes a teaching strategy for training architectural talent through virtual reality and augmented reality technology. This article adopts the questionnaire survey method and correlation analysis on the architecture students of Zhengzhou University, which is divided into training class and ordinary class, and analyzes the data of three teaching strategy variables, namely, virtual experiment, virtual technology, and virtual training, in the training class, as well as the correlation between each variable. The results show that the overall competence is benign after the students enter the construction competence training, and the correlation coefficients of the training class in two different stages are between 0.6 and 1, and the variables are strongly correlated. Subsequently, a satisfaction survey on the effect of teaching strategies was conducted. The students were more satisfied with the teaching strategies and methods proposed in this paper. The proposed teaching strategies also improved the problem-solving ability of the students, such as the average score of the students in the cultivation class (M=5.346) was higher than the average score of the general class (M=4.264) and also improved the students’ ability to think innovatively in architecture, for example, the fluency of the students’ thinking was improved from stage 0.58 in Stage 1 to 1.23 in Stage 4, a significant improvement. © 2024 Lingyi Zhao, Bingyue Liu and Pu Ke, published by Sciendo.

The built environment represents a multifaceted sector characterised by its intricate nature, which demands effective stakeholder coordination and cooperation. Construction projects within this domain require the seamless collaboration of diverse disciplines, skills, and services. This collaboration is essential to navigate the fragmented and complex landscape inherent to the built environment. Recognising the evolving skill demands in the construction job market and the dynamic nature of built environment professions, higher education must update its approaches to serve as continuous education centres. Even though there are various studies explored numerous aspects of collaborations, intra-university, and inter-departmental collaborations have not been explored. Therefore, this study examines the undergraduate perspectives on the collaboration among built environment higher education by using one of the state universities in Sri Lanka as the single case study which offers all the built environment degree programmes under one roof. Primary data was collected through a questionnaire survey with 126 undergraduates of seven built environment degree programmes offered by the selected case study. The results of the study revealed that all personal, extracurricular and social collaborations are prominently existing in the context, while the existence of the academic collaboration was comparatively low. Further, the study discusses 20 barriers for collaboration in built environment higher education where rigid timetables and adherence to curriculum guidelines leaves little or no space for flexibility became the key barriers there. This paper elaborates each barrier to see how to overcome the negative consequences while enhancing the enablers to strengthen the built environment higher education collaborations. © 2024, Ceylon Institute of Builders. All rights reserved.

The main focus of the paper is to present a systematic review of research by analyzing the state of gamification in higher education and its connection to labor demand. 80 papers published in high-impact academic journals over the last decade are reviewed. This study contributes to the research by attributing embedded gamification to skills acquired for recruitment purposes. In terms of managerial implications, research findings in the area have encouraged educators to embed gaming elements in their teaching routines to not only increase students’ levels of motivation, engagement, and knowledge retention, but also to release into the labor market a sought-after workforce with all the necessary skills. Therefore, this paper demonstrates the effectiveness of the universal learning model, which ensures improvement of learning tasks with a view to training competitive specialists. The results suggest that the skills acquired by students in an educational process with integrated game-based elements tend to be in high demand on the labor market. The novelty of the work lies in the taxonomy of theories and methods in the field related to the acquisition of essential skills. © (2024), (Voprosy Obrazovaniya / Educational Studies Moscow). All rights reserved.

higher education (HE) is responsible for developing employability in students, helping them succeed in the workforce and contributing to the cultivation of a skilled labor force, essential for economic growth and innovation. However, feedback from the Information Communication Technology (ICT) industry is indicating the need for enhanced professional skills in ICT students alongside better understanding of the application of their technical skills. A significant portion of the highly sought-after skills in ICT roles, including communication, teamwork, and other professional behaviors, appears to be lacking. Consequently, this paper investigates factors forming the gap between ICT educational systems and the industry’s expectations concerning professional skills in ICT students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), this paper focuses on reviewing a holistic picture of methods currently employed in developing professional skills in ICT students in HE systems without an explicit focus on learning technologies and tools. Findings suggested that the current design of ICT educational systems emphasises information or units over students themselves, potentially hindering the acquisition of professional skills in students. Additionally, the research found that current ICT educational systems lack consistent reflection and feedback mechanisms throughout programs, making it difficult for students to realize and bring out their potential as ICT professionals with desired skills. The paper’s findings provide a better understating of the development of professional skills in HE and inform how it can change for future improvements. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

Graduate unemployment has emerged as a major socio-economic problem in many countries, and South Africa is no exception. In South Africa, which is a developing country, graduate unemployment is the cause of concern as it grows consistently with the overall youth unemployment. The transition of youth from higher education to the world of work is a challenge. Thus, work readiness programmes, such as internships, are increasingly supported to facilitate the smooth transition of graduates to the labour market. Drawing from the lens of work readiness perspective, this paper explores the role of internship on youth graduate employability. This exploratory qualitative research employed a total of fifty semi-structured interviews with youth graduate interns, mentors, and HR personnel to elicit data. The findings indicate that while the internship slightly contributes to career and professional development of youth graduates, its role in the transition of youth graduates to full-time permanent employment is unclear. It was found that the internship programme mostly provides soft skills and inadequate irrelevant work experience, which does not meet the employability needs of graduates. This paper therefore recommends further research to inform proper rules, policies, and systems necessary to improve the role of internship on youth graduate employability. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This research explores the necessity and the effect of job resources for undergraduates’ career satisfaction during work experience in an apprenticeship program. Additionally, we examine the extent to which a supportive environment enhances apprentice career satisfaction by providing access to valuable learning experiences. We propose PLS equation modelling with a sample of 81 students who completed a dual apprenticeship degree in Business Administration and Management at Spanish University. The study finds that all three workplace job resources are necessary for career satisfaction among apprentices. Learning opportunities and social relations have significant effects, while job control contributes only marginally. It highlights that learning opportunities enhance social relations, emphasizing the importance of feedback. The study extends job resource research to university level apprenticeships, showing that without these resources, apprentices lack career satisfaction. It highlights that learning opportunities are crucial for satisfaction through social relations and offers guidance for designing effective workplace training programs. © 2024 by author(s).

The article presents an analysis of the organization of internship in educational programs of economic and financial direction on the example of higher agricultural education. In the course of the research we conducted at the theoretical level a review of modern approaches to the implementation of internship of economists and financiers in university education in various countries of the world. The empirical part contains the opinions of 1,297 students who took part in an online survey based on the results of internship at enterprises and organizations in the agro-industrial complex (AIC) economy in the South of Russia. The survey database was processed in the SPSS Statistics program (version 24). The movement towards professionalism in the activities of future economists and financiers of AIC through systematic internship is associated with increased attention to the main process, the economic support of which is carried out; the introduction of a section in internship related to testing the level of their own digital skills and familiarity with applied computer programs that are used in the practical activities of the agro-industrial organization (enterprise). Nowadays knowledge concerning ecology and environmental law in regulating the activities of agrarian enterprises is becoming important for the training of a modern economist in the agricultural sector. Thus, climate policy focuses on issues of economic assessment of carbon emissions. Future economists should not only know modern approaches and understand the process of environmental monitoring, but also possess the tools for such an assessment. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433 Year 2 TTC students in the Science and Mathematics education program using a quasi-experimental design. Reflective Pedagogy was incorporated into MKT through structured lesson planning, observation, and feedback. Data collection included pre-and post-tests, teacher training, and item analyses of a mathematics performance test. Results indicated significant score improvements for both groups, with the experimental group excelling in algebraic expressions, probability, and mathematical modeling. Notably, the control group showed higher proficiency in understanding the inverse of a function, suggesting varying pedagogical impacts across mathematical concepts. Findings underscore the potential of MKT Reflective Pedagogy to enhance mathematics proficiency, offering insights for educational practitioners and policymakers in Rwanda and beyond. Targeted TPACK and Reflective Pedagogy training for TTC tutors is essential to foster innovative teaching approaches aligning with the goals of 21st-century education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Comparative analyses investigating school-to-work transitions (SWT) aim to explain how institutional characteristics shape national differences in the transition from education to employment. Researchers often rely on typologies and classifications to simplify the complex processes involved. While typologies serve as useful heuristic tools, they can also lead to oversimplification and neglect of the multilevel governance structures and territorial disparities. Our modular approach integrates various research strands to enhance understanding of the relational and spatial dynamic underlying the transition from education to the labor market. We use analytical dimensions from previous studies to structure a small-N comparison, accounting for a higher degree of complexity. Empirically, we explore the theoretical argument through the in-depth comparison of SWT systems in two diverse cases with contrasting outcomes: Italy and Austria. The analysis reveals significant hybrid traits in both countries that are often overlooked by SWT typologies. In addition, we gain insights into how multilevel institutional configurations interact with the socio-economic context contributing to diverging SWT outcomes. © The Author(s) 2024.