Search Results for
"Higher education"

Work-ready professionals serve as valuable organizational and industry resources. In the face of skills shortages in construction, it is imperative that graduates emerge well equipped for their careers in the industry. This study explores the role of educators in fostering work readiness in graduating project management (PM) professionals embarking on careers in construction. Seventy-five semi-structured in-depth interviews were conducted with five key stakeholder groups including PM students, early-career PM professionals, construction employers, PM professional body representatives, and PM university educators. In interviewing five key stakeholder groups, this study adopts a holistic approach to investigate the role of educators in preparing a work-ready next generation of construction PM professionals. Thematic analysis revealed that the stakeholders considered that educators’ responsibilities entailed: i) teaching content relevant to industry; ii) providing career education; iii) facilitating work experience; iv) refreshing curriculum; v) engaging in open dialogue with alumni; vi) possessing industry experience; and vii) engaging with industry. The findings contribute insights into the role of educators in preparing graduates for the industry. Educators delivering PM courses for graduates planning to work in construction may use the results of this research as a guide to assist them in fostering work readiness of future construction professionals. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.

In today's highly competitive job market, the employability of graduates holds paramount significance. Employers increasingly demand fundamental competencies and diverse employability skills from the current graduates. Studies have highlighted a noticeable gap between the skills employers seek and graduates’ skills upon the completion of their studies. This gap in employability skills significantly impacts graduates, impeding their prospects of securing suitable employment opportunities. The disparities in skills and knowledge have sparked a debate on graduate employability, necessitating further research in this domain. Addressing that, the current study explored research trends, directions, and opportunities related to graduate employability. A bibliometric analysis was conducted on a dataset comprising 2335 journal articles on graduate employability published between 1981 and 2023 in Scopus and Web of Science databases. The results of bibliometric analysis revealed the most influential journal articles based on their publications, citations, and significance in the intellectual network. Through content analysis, this study shed light on the subject's intellectual structure, characterized by four major thematic clusters: (1) the attribution of broader skills to career enhancement; (2) the significance of generic skills (interpersonal, problem-solving, and communication skills); (3) the need for work-related training and employer engagement; and (4) the need for improved curriculum design to build adequate human capital. The study concluded with a discussion of practical policy implications, limitations of study, and recommendations for future research. © 2024 Wiley Periodicals LLC.

The scope of work-integrated learning (WIL) has expanded and evolved globally and is a recognised pedagogy that enhances graduate employability, strengthens students’ personal attributes, and affords a personalised learning experience. Despite abundant research and discourse on WIL, misconceptions about what WIL is and how WIL educative experiences are enacted continue to prevail, partially due to the absence of a universal definition of WIL. The purpose of this paper is to provide insights into WIL curriculum design and educational practices that reflect a recently published inclusive definition of WIL. The importance of pre- and post-WIL for optimising outcomes during WIL is emphasised. A framework for conceptualising the enactment of the WIL curriculum is presented that preserves the flexibility of WIL while establishing a consistent interpretation of what WIL curriculum entails. Consensus on the defining elements of WIL and its enactment will facilitate stronger global collaboration, shared teaching ethos, augmented research impact, and agreement on what constitutes quality WIL. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Recognition of prior learning (RPL) has gained importance as an instrument for promoting the permeability of education and training systems. Despite the many advantages at the individual and social level, such as supporting lifelong learning processes, previous research indicates that RPL implementation encounters various barriers at different levels. This study aimed to investigate the facilitators of and barriers to RPL implementation for access to higher vocational and professional tertiary education in Switzerland from the perspective of RPL providers. National and organisational framework conditions as well as factors at the study programme level were considered. Data were collected via a nationwide online survey covering professional education institutions. The sample comprised 156 persons responsible for 191 study programmes at professional education institutions in the fields of engineering, economics, healthcare, and social care. A logistic regression analysis revealed that RPL implementation for access to a study programme was most likely in the following contexts: less regulated professional fields, high workforce shortage, and favourable organisational RPL policies. Furthermore, the results suggest that the attitudes towards RPL held by those responsible are decisive in designing effective interventions. © 2024 Swiss University for Vocational education and Training. Published by Informa UK Limited, trading as Taylor & Francis Group.

The core purpose of integrating inquiry-based learning strategies into STEM activities is to create a challenging learning environment that stimulates students’ active learning, thereby effectively enhancing their interest in learning, thinking skills, and practical application abilities. To achieve these goals, developing more technology-assisted tools and platforms to improve teaching efficiency and enrich the learning experience becomes crucial. Therefore, this research developed InquiryGPT, which guides students through the POEE inquiry process by imposing limitations, facilitating dialogue, and providing feedback, while avoiding over-reliance on ChatGPT. This promotes the cultivation of higher-order thinking skills through interactions with InquiryGPT, thereby enhancing students’ knowledge construction and understanding. This study, based on the Technology Acceptance Model (TAM), examined the effectiveness of InquiryGPT. The results showed no significant difference between InquiryGPT and ChatGPT in terms of perceived usefulness and perceived ease of use. Additionally, through analysis of covariance (ANCOVA), the study further analyzed the impact of InquiryGPT on students’ higher-order thinking skills and learning scores, proving that it significantly enhances students’ creativity, problem-solving abilities, critical thinking, and knowledge construction. © The Author(s) 2024.

During 2020 a free, 3-month long, certificate-granting, online workshop was offered to increase undergraduates’ knowledge, skills, self-efficacy, and interest in observational seismology and scientific computing. Course registrants were comprised of 760 upper-level undergraduates from across science and math majors, representing 60 countries. Performance data revealed 58% of registrants initiated the workshop by completing at least one assignment, and 30% successfully completed the full workshop. These rates were higher than most comparable large-scale, open-access courses. This study explores factors associated with persistence by examining registration, performance, and pre/post survey data through the lens of the expectancy-value theory (EVT). Results indicate that EVT constructs show moderate to weak associations with initiation, including intrinsic (p<.001), utility (p<.001), and attainment value (p=.24), and expectancy (e.g., completion intentions [p<.001], prior computing experience [p<.001], seismology research experience [p=.01], seismology self-efficacy [p=.84]). Two expectancy factors, academic major (p=.050) and prior geophysics coursework (p<.001), showed weak associations with completion. Demographic factors such as race, ethnicity, and gender were not associated with initiation or completion, but primary language showed an association with attainment and intrinsic values. Dissuading factors or costs were also captured through surveys. The few responses from non-completers limited the analysis. However, an examination of acute and accumulated costs suggests they may influence persistence, especially at completion. Based on these results, interventions are proposed to enhance persistence in future workshops. These include increasing motivational messaging, tailoring course structure to mitigate avoidable costs, and where possible, increasing communication to set time and effort expectations and showcase prior participants overcoming costs. © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.

The evolving professional landscape necessitates educational innovation to prepare students for emerging challenges. This paper explores the integration of Vocational education and Training (VET) and higher education (HE) through double-degree programs, challenging the conventional perception of these pathways as independent. Recognising the transformative potential in synergising competencies from VET and HE, we advocate for enhancing students’ employability through collaborative curriculum design and shared learning objectives. Addressing limitations in the current VET-to-HE transition, we identify four criteria for successful double programs (i) coherent competency map, (ii) unified methodology, (iii) distinctive profile, (iv) own signalling. The paper concludes with a case study of an emerging dual VET/HE program in Navarra (Spain) built on the criteria outlined above. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Authentic learning is a critical pedagogy and curriculum requirement in higher education to better prepare students for future workforce requirements. As such, educators adopt a range of authentic learning tasks such as work-integrated learning, industry reports, and field trips to enable student engagement in current industry issues. Although such actions are practical and have valuable impact on students, there has been little effort to narrow the theoretical gap. The present study addresses this by extending the authentic learning three-factor model (construction of knowledge, disciplined inquiry, and value beyond school) to evaluate the perceptions of educators in THE higher education towards their understanding and embeddedness of authentic elements in their teaching curriculum to better prepare industry-ready graduates. In-depth interviews were conducted with higher education THE academics (n = 21) in Australia, New Zealand, The Netherlands, and Scotland. Thematic analysis using NVivo revealed seven key themes within the authentic learning three-factor model: knowledge co-creation and scaffolding, customising knowledge and experiences, student engagement, educator capability, industry readiness, real-world problems, and meaningful connections. The proposed seven standards necessitate a paradigm shift in curriculum design, syllabus structuring, and student assessment within THE institutions. Emphasising industry-readiness as a core objective, educators must align their teaching approaches with the theoretical findings of this research to better prepare students for real-world challenges. © 2024 Society for Research into higher education.

Amid growing concerns about social mobility in Britain's higher education system, our study delves into universities' role in addressing the social gap within the financial and professional services sectors. The social reproduction theory underscores how upper-class students often benefit from greater exposure to dominant cultural and educational practices, providing them with a competitive advantage in navigating the higher education landscape. To combat these challenges, higher education Institutions (HEI) have invested heavily in Employability Development Opportunities (EDOs). Drawing on primary data from finance and accounting students and employability officers at one of these HEIs, our research aims to investigate which EDOs are perceived as most relevant for students to succeed in the financial and professional services industry. First, we confirm that both work experience and real-life activities are most valuable and unavoidable, prompting business schools to include compulsory exposure to the finance industry as part of the curriculum. Second, we find that career development activities are useful as a starting point but not enough for students to secure an internship. Finally, while previous literature shows that extra-curricular activities do not significantly impact student employability, we argue that some of these activities, for example, the Finance Society, are as valuable as real-world exposure. Indeed, the Finance Society was found to be the most helpful source of information, advice and networking for finance students. © 2024 The Author(s). higher education Quarterly published by John Wiley & Sons Ltd.

This systematic review aims to examine empirical literature about advancing the social role of college-based higher education (CBHE). A thematic analysis of empirical evidence from the 58 included articles offers insights into the social role of CBHE, and the characteristics of CBHE colleges, students, and lecturers. The review indicated a growing research interest in CBHE and an increase in the geographical spread of such research as the provision has grown. It also highlighted the social role of CBHE including (i) widening higher education participation, (ii) responding to local employment needs for work-ready graduates and community development, and (iii) supporting social justice. Although there are differences in the organisation of CBHE across education systems, the review underscored the overwhelming agreement that the CBHE provision is designed to respond to two policy concerns. These are policies to increase economic competitiveness and productivity by providing learning that is industry aligned and cost effective, and policies to promote social justice and equity by providing supportive learning environments for a distinct group of students who otherwise would not access higher education. The review calls for vigilant policy to sustain the double role of CBHE and to avoid the prioritisation of education for the market. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.