Search Results for
"Higher education"

To achieve climate neutrality by 2050, the consistent transformation of the mobility sector is one of the most important pillars of the European Green deal. As a result of green and sustainable approaches, novel automotive concepts and massive digitalisation in the mobility ecosystem is undergoing a continuous development towards eco-friendly solutions and novel business models, and the changing landscape of automotive industry comes with a significant social impact as well. The overall horizontal collaboration on skills agenda in the Automotive-Mobility Ecosystem is assured throughout the Automotive Skills Alliance (ASA) [1], which is the Large-scale Pact for Skills Partnership. The latest strategic project of the partnership to support its activities is the Digital & Green Skills Towards Future of the Mobility Ecosystem (TRIREME) which promotes a collaboration between industry stakeholders and training providers including Vocational education Trainings (VETs), higher Educations (HEs) and universities), moreover, also emphasizing the widespread public representation of different project segments and evaluating the social impacts and regional impact of the changes in the Automotive-Mobility Ecosystem. In parallel to the development of sectoral skills strategy, our department (Department of Electronics Technology-ETT) is contributing to deliver specific training materials and courses within Work Package 4 (WP4), which is based on the gathered and processed intelligence from previous desk research, survey activity and participation in professional events. The methodology of course development relies on the concept of modularity, our professional competences in the field of Automotive-mobility, and the fulfillment of requirements to cover the needed skills, the competence and the occupational profile subsets. © 2024 IEEE.

Graduate employability has received significant attention across Malaysia’s higher education landscape, particularly post-COVID-19. There appears to be some education-job mismatch in the event management sector, which carries a negative connotation for students’ educational investment and future workforce. This qualitative study explored the factors limiting Pasir Salak Community College’s Event Operations Certificate graduates from working in event-related fields. Data was acquired via semi-structured interviews with seven graduates. The findings reveal that these graduates were indeed qualified for employment yet resorted to working outside their field for three reasons: workload and burnout, family obstacles, and low salary offer. Subsequently, this study proposes three strategies to increase graduate employability in the event management sector: active collaboration with industry players, specialised career counselling, and early exposure to career prospects. © The Author(s) 2024.

The increasing need for effective learning evaluation in higher education is driving the development of big data-based systems to provide comprehensive insights. This research aims at developing an Intelligent Learning Evaluation System (ILES) to support team teaching and monitor the effectiveness of the learning process through pre-tests, post-tests and periodic evaluations. The system was developed using the Agile methodology, including iterative stages of requirements gathering, design, development, testing and implementation. Codeigniter is used for backend development, PostgreSQL as database. This system enables dynamic monitoring and evaluation of teaching performance and student learning outcomes. The finding showed that the Real-time data visualization and user-friendly dashboards improve decision making for faculty and administrators. Testing shows increased engagement and actionable insights for performance improvement. ILES demonstrates the potential of big data in higher education by enabling data-based decision making and driving continuous improvement in teaching and learning. Future research will explore integration with broader institutional systems and its scalability. © 2024; Los autores.

Purpose: This article aims to provide a deeper understanding of the challenges clinical supervisors’ experience when supervising students’ professional learning in the workplace. Design/methodology/approach: Qualitative interviews were conducted with 13 healthcare professionals, who are experienced clinical supervisors. They were employed either in a hospital ward or in one of two municipal care units. Findings: The findings showed that clinical supervisors must navigate a complex landscape of challenges to ensure students’ professional learning. They had to balance their regular duties with the time and effort required for supervision. Prominent challenges were ensuring students met their learning objectives and determining when to allow students to handle tasks independently. The supervisors also faced challenges that were beyond their control. Their workplace conditions were not designed to accommodate students effectively. They struggled with negative attitudes from colleagues towards student supervision and they wanted the clinic managers to be more involved. The gap between the university’s educational demands and the realities of the workplace also presented supervisors with a significant challenge. Originality/value: Apart from unique empirical material depicting clinical supervisors’ experiences of student supervision, the value of this study lies in the recommendation that supervisors have clear requirements from higher educational institutions, but of equal importance is that these requirements align with the conditions in the workplace. Further studies are necessary to understand the role that workplace conditions play for clinical supervisors in creating supportive learning environments that facilitate students in their journey to becoming established professionals. © 2024, Maria Gustavsson and Ann-Charlotte Bivall.

Students in higher education are supposed to develop various generic skills that are applicable across domains. To streamline the development of these skills, learning trajectories for skills are designed and implemented in educational programmes. The aim of this review study was to provide insight in design choices of these learning trajectories for skills (reason to start, goals, process, product, evaluation) and in helping and hindering factors for the development and implementation of these learning trajectories. The analysis of 13 articles showed that visualisation techniques, curriculum mapping, and curriculum sequencing are frequently used to present the curriculum of the educational programme with the learning trajectories for generic skills. Although different educational programmes often provide comparable reasons to develop a skills learning trajectory and aim to achieve comparable goals, the design of skills learning trajectories appears to differ a lot between programmes. Various factors appear to help or hinder a successful implementation of learning trajectories, but especially the engagement of educational staff and their workload play an important role. The study findings will be illustrated by concrete cases of learning trajectories for generic skills. Moreover, the scientific and practical implications of the study for developing such learning trajectories will be discussed. © © Author(s)

Engineering innovation ability (EIA) is increasingly recognized as a vital skill set for students in higher vocational education, particularly in the context of Henan, China’s rapidly developing industrial landscape where over 150 institutions cater to more than 400,000 students annually. This review utilized content and narrative analysis to synthesize qualitative data from over 50 studies, investigating the social and environmental factors that influence the EIA of higher vocational students, addressing a gap in the literature by examining how educational strategies such as theoretical and practical teaching methodologies, internships and school-enterprise cooperations impact students’ innovation capabilities within social and teaching environments. This review revealed that theoretical teaching methodologies (TTM) provide essential foundational knowledge, while practical teaching methodologies (PTM) enhance problem-solving and hands-on skills through real-world applications. Internships (INT) emerged as a critical platform for bridging theoretical concepts with industry practices, fostering adaptability and practical innovation. School-enterprise cooperations (SEC) were found to support collaborative learning and align vocational training with industry needs, enhancing students’ readiness for employment and innovation. Innovation platforms were identified as a significant moderating factor, integrating industry challenges into education to amplify the effectiveness of teaching methodologies and collaborations. The findings also highlighted the limited use of data visualization in existing studies and the need for more comprehensive approaches to presenting qualitative insights, contributing to the growing discourse on engineering innovation and emphasize the importance of considering social dynamics and the teaching environment in fostering innovative talent in the region’s vocational institutions. © 2024 by author(s).

Competency is the core of vocational and professional training. Under the current situation in the development of music therapy higher education in China, this article analyzes the core characteristics and practical application of the competency-based education (CBE) model and puts forward reflections on the development and implementation of the CBE model in music therapy higher education in China. It is suggested that the music therapy professional competencies in Chinese higher education need multidimensional cooperation and mutual concern among colleges and universities, professional associations, and the job market, and the effect of “professional competencies” on the music therapy profession in China and their contribution to professionalization should be discussed. © 2024 Inspirees International.

This study examines the impact of targeted interventions on the development of 4C skills—critical thinking, communication, collaboration, and creativity—among students in control and experimental groups. Using pre-test and post-test designs, the results revealed significant improvements in the experimental group compared to the control group. The experimental group showed a mean increase of 9,3 points in post-test scores, while the control group exhibited a smaller increase of 3,4 points. Statistical analyses confirmed the homogeneity and normality of the data, with significant differences observed between pre-test and posttest scores in the experimental group (p < 0,05). These findings align with constructivist theories, including Vygotsky’s Zone of Proximal Development and Bloom›s Taxonomy, emphasizing the role of active, student-centered learning in fostering higher-order thinking skills. The results also, highlighting the importance of integrating 21st-century skills into educational practices. The intervention’s success may be attributed to its ability to balance the cognitive load and foster intrinsic motivation through engaging in relevant tasks. This study supports innovative teaching strategies and underscores their transformative potential in modern education. © 2024; Los autores.

education globally shows significant and vast changes. Pandemic has forced education fields to admit that distance learning becomes an important part in higher education. This paper aims to show the implementation of Project-Based Learning in distance learning with the challenges and solutions that were experienced by the students in completing their project as Business Management students in online learning. Distance learning uses the Learning Management System to facilitate the teaching-learning process. This research used a mixed-methods approach to manage the collected data. The data was collected through an online questionnaire named Google Form to students with the group assignments and learning method such as Project-Based Learning through Learning Management System that facilitate them. A questionnaire consists of questions to gather data to answer Research Questions. By finding the answer to Research Questions will lead the students, the education practitioners, faculty members and others to have successful implementation of project-based learning in distance learning as this research, as the findings, provided the information of challenges as well as the solution in implementation of project-based learning in distance learning. The findings will enrich and support the decision makers to make correction preventive action in planning successful implementation of project-based learning in distance learning. © 2024 IEEE.

Work-integrated learning (WIL) and apprenticeships are key strategies in higher education, bridging academic theory and industry practice to enhance graduate employability. This paper explores the approach adopted by the higher Colleges of Technology (HCT) to redesign academic programs by embedding WIL principles and a year-long apprenticeship. The restructuring involved reducing program credits to accommodate WIL, recalibrating credit hours, and introducing work-integrated courses within a competency-based framework aligned with national and international accreditation standards. The paper outlines a structured approach to embedding WIL and apprenticeships into academic programs, focusing on curriculum redesign and credit adjustments to integrate workplace-based learning. This case study provides a scalable framework for institutions seeking to enhance graduate employability and foster stronger industry partnerships through effective WIL integration. © 2024 IEEE.