Search Results for
"Higher education"

The subject of this work is the study of the problem of conjugation of higher education and the labor sphere using various algorithms of normative and methodological description of the structure of qualification of a graduate of higher education (hereinafter referred to as academic qualification) and the qualification of a working specialist (hereinafter referred to as professional qualification). It is shown that the imperative of readiness of a graduate of higher education immediately after receiving a diploma of higher education to comply with the labor market, that is, the requirements of the employer, as well as the goals of the company or enterprise with the existing organization of the educational process is largely an ephemeral construction. A new algorithm is proposed and the degree of expediency of using the concept of “competence” in the interface of the system of higher education and the labor sphere is revealed. It is confirmed that its use in the educational context with the existing organization of the educational process creates additional difficulties in solving the problem under consideration. © СенашенкоВ.С.,СтручковаЕ.П.,2025.

The higher participation of England’s ethnic minority students on vocational courses at the age of 16 initiates them onto the ‘lower tier’ pathway in tertiary education. Lower tier implies participating in certain vocational courses and entering lower status universities. Consequently, ethnic minority students in England have a weaker labour market position upon graduation. Using semi-structured interviews, this article explores the decision-making process of 12 British Pakistani students, as they are initiated on this lower tier pathway. The findings suggest that decision-making is a negotiation of student biography with ethnic capital and ‘racial warehousing’. This interplay funnels many ethnic minority students towards the lower tier pathway, where selecting certain vocational courses is deemed as the only pathway feasible for progression. This study sheds light on the need to promote alternative vocational pathways to England’s ethnic minority students. © 2023 The Vocational Aspect of education Ltd.

The persistent skills mismatch between higher education outcomes and labour market needs presents a significant challenge for graduate employability, particularly in fast-evolving sectors such as artificial intelligence (AI) and data science. This paper introduces a data-driven internship framework designed to bridge this gap by optimising student placements, providing real-time feedback, and ensuring academic curricula remain aligned with labour market demands. The framework integrates three systems: the Student Industry Placement System (SIPS), which uses machine learning to match students with relevant internships; the Intern Learning Management System (ILMS), which tracks skill development through continuous feedback loops; and the Industry Profiling System (IPS), which leverages predictive analytics to provide real-time labour market insights. The framework was evaluated through a mixed-methods approach, incorporating pilot program data from five universities and 15 industry partners and simulated data based on historical internship trends. The SIPS algorithm achieved a placement accuracy of 89%, significantly improving over traditional methods (60-65%). 78% of students received continuous feedback through the ILMS, resulting in measurable improvements in technical skills (30% increase in coding proficiency) and problem-solving abilities (25% improvement). The IPS enabled universities to update 15% of their curricula in response to real-time labour market data, particularly in high-growth sectors such as AI and digital transformation. 68% of the students secured full-time employment within six months of graduation, with 65% in roles directly aligned with their internships. These findings demonstrate the framework's scalability and potential for reducing skills mismatch, making it a viable model for other emerging economies. © 2025 IEEE.

This study examines the link between lecturer competencies and student satisfaction in the hospitality and tourism higher education sector, with a focus on how institutional reputation mediates this relationship. Using a quantitative approach and a correlational study design, the research employed non-contrived, cross-sectional methods with purposive sampling. Primary data was collected through an online survey targeting active students in hospitality and tourism-related programs in Malaysia. A total of 405 valid responses were analyzed using SmartPLS software. The results revealed that knowledge and credentials, industrial experience, and motivation influence student satisfaction, whereas pedagogical skills, while significant to institutional reputation, do not directly influence student satisfaction. Notably, the industrial experience did not directly affect institutional reputation but did impact student satisfaction through its mediating effect. These findings offer valuable insights for academic institutions, industry practitioners, and policymakers to improve the educational experience. © 2025 ICHRIE.

Germany’s VET system is highly gender-segregated and marked by high dropout rates. This article investigates the dropout behaviour of apprentices in gender-atypical training occupations. First, we investigate whether gender-atypical apprentices drop out at a higher rate than their majority peers. Second, we examine differences in the self-reported reasons for dropping out among gender-typical and gender-atypical apprentices. Results show that gender-atypical apprentices, and particularly males in female-dominated occupations, are more likely to prematurely leave their apprenticeship. The self-reported reasons for dropping out differed by gender minority status: female minorities were more likely to drop out due to a lack of social integration, while male minorities were more likely to drop out due to unfulfilled aspirations in comparison to the gender majority. These results show that gender-specific perceptions and experiences are related to the higher dropout rates of gender-atypical apprentices. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.