6,842 research outputs found
International mobility programs to improve soft skills of Vocational College students and alumni
In the workplace, hard skills and soft skills are equally taken into account, especially in this 21st century, where people are required to have ‘global employability skills’ to secure a good job. This study aims to determine the benefits of international mobility programs have on the ability of soft skills, especially in the aspects of communication, social skills and flexibility—as parts of ‘global employability skills’--of students and alumni of a Vocational College within three years from 2017 to 2019. The research method used is by distributing questionnaires Google Form with Likert Scale format from strongly disagree to strongly agree scale 1-5. Research subjects were active students and graduates of Vocational College (Sekolah Vokasi) UGM who had participated in international mobility programs, both incoming and outgoing programs, organized by the OIA SV-UGM, in 2017-2019. The respondents were 60 people. The results showed that the developed soft skills were language and communication skills, interpersonal skills, teamwork, cultural understanding and adaptability and openness. Specifically for alumni, soft skills that are highly developed and helpful in the working world are adaptability and openness (82.9%), cultural understanding (74.3%), language and communication skills (71.4%), ability to work together (65.7%), and interpersonal skills (54.3%)
Stakeholders perception of recruitment criteria: a Régnier’s abacus approach of market valued skills
Together with the emphasis on the technical skills acquisition, higher education institutions have been making an effort on developing and updating undergraduate transferable competences in order to diminish the gap between academic training and working world entrance. In other words, to recognize market needs, teachers and students representations about human resources requirements, and combine them to boost employability in business professions, must be a priority in today’s knowledge based economy. Taking into account the new teaching realities brought by Bologna agreement, as well as the exertion universities have been done in order to tune in enterprises and curricula, this activity intended to accede the way recruiters, alumni and college teachers from Catholic University [CU; Porto Regional Center (PRC), Economics and Management Faculty (MEF)] positioned themselves relatively to some recruitment and selection criteria for management and economics professions. Using a reflection activity based upon Régnier’s Abacus, participants were asked to positioned individually as experts (in their roles as recruiters, teachers or former CU alumni) in identifying market value skills, and afterwards to build a group debated conclusion to present to a larger audience. Results pointed out only one total consensual factor, that is, flexibility and adjustment skills as the most important factors when recruiting, followed by entrepreneur capabilities and valorization of work experiences in the candidates curricula. Discrepancies were found by group of experts when college of origin was the discussion subject, although there was consensus about the hierarchical place order in the three groups.Market valued skills, Management and Economics College Teachers and Graduates, Employers, Régnier’s Abacus based activity
Advancement, Spring 2001
Advancement, a supplement to Bostonia magazine, provided updates on BU development activities, including major gifts and projects
Higher Education, skills development and students' preparedness for employability: a case study of the University of Lagos, Nigeria (towards a sustained practice approach with the triple helix model of innovation)
In Nigeria, 1.7 million graduates annually face an unemployment crisis, The gap in skills supply and economic demand calls for an examination of entrenched paradigms and practice. University of Lagos (UNILAG) stands as a catalyst for bridging gaps in students’ cultural capital with educational provision.
This mixed-method research (MMR) study of 403 final-year surveyed students and 57 interviewed HE leaders, recruiters, final year students and alumni explores graduate employability. The findings advocate for effective school-to-work transitions, prioritizing micro-level interventions alongside macro-job creation, including career guidance, mentorship, and skill-specific training,
UNILAG implements various initiatives, but student engagement is crucial; 25% students and 45 % alumni were aware of UNILAG’s entrepreneurship & skill development centre and career programs requiring increased awareness. 44% students felt unprepared for the economy, highlighting the need for integrated career centers and strengthened SIWEs programs.
Human Capital, Signaling, Credentialism, and Social Capital theories are analyzed to understand how degrees correlate and impact graduate outcomes.
The study advocates a meta-theorizing approach to reforming curricula with market demands alongside multistakeholder, data-driven, industry partners collaborating to democratize students' career and entrepreneurial paths, in alignment with local and global economic demands.
Stakeholders should adopt inclusive strategies for career transitions that blend economic and social justice into education and employment, moving beyond Western norms of employability and hiring, while navigating ‘Adapt, Adopt, or Contextualize’ choices.
Driven by a graduate identity shaped by credentials, do HEIS equip students with competencies to navigate a disruptive world? Is curricula adapting to market dynamics? Does recruitment align with merit performance capabilities? The study calls for sustained stakeholders’ approach to foster adaptable education, workforce insights, and practical learning opportunities.
Through organizational development, triple helix actors must champion youth-centric change, integrating university efforts and economic strategies to empower Nigeria’s graduates and advance Nigeria’s production and economic development.
Keywords: Graduate Employability, Career Services, Universities, Triple Helix Stakeholders, UNILA
Alumni perceptions of career and learning outcomes in professional master's degree programs
As demand for employees with a professional master’s degree increases, and accountability to show both learning outcomes/graduate competencies and career outcomes for alumni of these programs increases, it is becoming more important to develop measures of these outcomes. The purpose of this survey- based research study was to develop a measure of self-reported competencies and career outcomes, in order to interpret the perceived value of these programs, determine if some programs meet alumni needs better than others, and to see if there are additional measures to be considered. Results indicate high construct validity, significant differences in human capital outcomes, career development skills, and personal agency between the three large programs at the college study, but no differences in goals to maintain careers, satisfaction, or course evaluation ratings. Validity of these measures could be important for future assessment, program evaluation, and mixed methods studies at the graduate level as it pertains to non-traditional students and professional master’s degree programs
Stakeholders perception of recruitment criteria: a Régnier’s abacus approach of market valued skills.
Together with the emphasis on the technical skills acquisition, higher education institutions have been making an effort on developing and updating undergraduate transferable competences in order to diminish the gap between academic training and working world entrance. In other words, to recognize market needs, teachers and students representations about human resources requirements, and combine them to boost employability in business professions, must be a priority in today’s knowledge based economy.Taking into account the new teaching realities brought by Bologna agreement, as well as the exertion universities have been done in order to tune in enterprises and curricula, this activity intended to accede the way recruiters, alumni and college teachers from Catholic University [CU; Porto Regional Center (PRC), Economics and Management Faculty (MEF)] positioned themselves relatively to some recruitment and selection criteria for management and economics professions. Using a reflection activity based upon Régnier’s Abacus, participants were asked to positioned individually as experts (in their roles as recruiters, teachers or former CU alumni) in identifying market value skills, and afterwards to build a group debated conclusion to present to a larger audience. Results pointed out only one total consensual factor, that is, flexibility and adjustment skills as the most important factors when recruiting, followed by entrepreneur capabilities and valorization of work experiences in the candidates curricula. Discrepancies were found by group of experts when college of origin was the discussion subject, although there was consensus about the hierarchical place order in the three groups.info:eu-repo/semantics/publishedVersio
Unemployment Among Young Adults: Exploring Employer-Led Solutions
Younger workers consistently experience higher unemployment and less job stability than older workers. Yet the dramatic deterioration in employment outcomes among younger workers during and since the Great Recession creates new urgency about developing more effective bridges into full-time employment for young people, especially those with less than a bachelor's degree. Improving the employment status of young adults and helping employers meet workforce needs are complementary goals. Designing strategies to achieve them requires insight into the supply and demand sides of the labor market: both the characteristics of young people and their typical routes into employment as well as the demand for entry-level orkers and the market forces that shape employer decisions about hiring and investing in skill development. A quantitative and qualitative inquiry focused on the metropolitan areas of Chicago, Ill. and Louisville, Ky
Analysis of vocational education curriculum in ASEAN Economic Community: a literature review
Purpose: In 2015, ASEAN economic community was formed to turn the area into a single market and a competitive superior production base to make the region prosperous and stable. The how to do that is through education and applying the appropriate curriculum for industry's needs. This study analyzed and elaborated the curriculum used in vocational schools, especially in countries around ASEAN Economic Community or AEC.
Research methodology: This descriptive content analysis study method was done by implementing a literature review. This literature review was to review and analyze the curriculum used in vocational education around AEC in order to fulfill the standards of AEC industry's needs.
Results: This study finds that curriculum for vocational schools around ASEAN Economic Community set priority in standard skills and soft skills.
Limitations: This study is limited to vocational schools, especially around ASEAN Economic Community.
Contribution: This study could be useful for vocational schools around South East Asia and researchers researching curriculum, especially in Asia.
Keywords: AEC, Curriculum, Vocational educatio
Leveraging the Dividend: Enhancing Employability in India
As the second fastest growing economy in the world today, India has already entered the league of trillion dollar economies. Its GDP is expected to continue growing at about 8% a year till 2022, by which time its population will reach 1.4 billion; 83% of the population increase will be in the 15-59 working age group making India home to 25% of the world's workforce. Known as India's demographic dividend, this development will give India an unrivalled edge in the globalized economy. In the next decade, economic growth is likely to create over 500 million jobs, 75% of which will be skill-based. This will make effective vocational training of critical importance. Sincethe current system provides Technical and Vocational Education and Training (TV ET) toonly 25% of new entrants to the workforce, increasing capacity, improving utilization andenhancing the quality of TV ET is essential to enhancing employability
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Higher Education and Society: A research report
This report draws on a substantial body of research undertaken by the Open University's Centre for Higher Education Research and Information (CHERI) on the changing relationships between higher education and society. Higher education currently faces many changes, some externally driven by government policies and changing patterns of social and economic demand and some internally driven by changes in the way knowledge is produced and organised within universities and other 'knowledge organisations'. CHERI examines these changes through empirical research which is policy relevant though not policy dictated, frequently international, and broadly focused on the social impacts of higher education. Does higher education make a difference and to whom? In their different ways, the articles in this report seek to provide answers to this important but difficult question
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