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1 – 10 of 23Rickard Enstroem and Rodney Schmaltz
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands…
Abstract
Purpose
This study investigates the impact of large-scale teaching in higher education on students’ preparedness for the workforce within the context of evolving labour market demands, the expansion of higher education and the application of high-impact teaching strategies. It synthesizes perspectives on employer work readiness, the challenges and opportunities of large-scale teaching and strategies for fostering a dynamic academia-industry feedback loop. This multifaceted approach ensures the relevance of curricula and graduates’ preparedness while addressing the skills gap through practical recommendations for aligning teaching methodologies with employer expectations.
Design/methodology/approach
The research methodically examines the multifaceted challenges and opportunities inherent in large-scale teaching. It focuses on sustaining student engagement, maintaining educational quality, personalizing learning experiences and cultivating essential soft skills in extensive student cohorts.
Findings
This study highlights the critical role of transversal skills in work readiness. It also uncovers that despite its challenges, large-scale teaching presents unique opportunities. The diversity of large student groups mirrors modern workplace complexities, and technological tools aid in personalizing learning experiences. Approaches like peer networking, innovative teaching methods, real-world simulations and collaborative resource utilization enrich education. The importance of experiential learning for augmenting large-scale teaching in honing soft skills is emphasized.
Originality/value
This manuscript contributes to the discourse on large-scale teaching, aligning it with employer expectations and the dynamic requirements of the job market. It offers a nuanced perspective on the challenges and opportunities this educational approach presents, providing insights for crafting engaging and effective learning experiences in large cohorts. The study uniquely integrates experiential learning, co-creation in education and industry-academia feedback loops, underscoring their importance in enhancing student work readiness in large-scale teaching.
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Vijay Rathee and Preeti Mittal
The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation…
Abstract
Purpose
The current study intends to synthesise the prior studies on employability skills among work-ready professionals in higher education through bibliometric and network visualisation tools. This study also identifies the gaps in the existing literature that still need to be filled and maps the course for future investigation.
Design/methodology/approach
The current study examined research papers on employability skills among work-ready professionals in higher education to evaluate global patterns and the top authors, institutions, journals, and nations contributing to this field. The authors analysed eight hundred eighty-five papers from the Scopus database between 1982 and 2023 for the study. Open-source bibliometric tools like Biblioshiny were used in the study to examine the body of literature and to spot new directions for future research.
Findings
The study’s findings indicate that since 2008, researchers, academics, and policymakers have paid more attention to employability skills among work-ready professionals, and 2019 is the year seeing the highest no. of publications. Across the globe, 2077 authors contributed to the articles, papers, and journals published in the particular domain. Regarding location, the United Kingdom is the world’s most productive nation, with 342 articles produced. Similarly, Australia, India, and Malaysia are the leading nations that have contributed to the field. Both keywords significantly contribute to scientific knowledge.
Practical implications
The gaps in this study will serve as a reference point for researchers conducting future studies in this field. Additionally, the result of this analysis offers a roadmap for higher education to enhance graduate employability by embedding necessary skills into them.
Originality/value
There has not been a bibliometric analysis concerning employability skills among Work-ready professionals in the existing literature; hence, this article is innovative. This study is the first attempt at integrating the concept. The study also gives an overview of potential directions for future research in this discipline.
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Obrain Tinashe Murire, Liezel Cilliers and Willie Chinyamurindi
This study examined the influence of social media use on graduateness and the employability of exit students in South Africa.
Abstract
Purpose
This study examined the influence of social media use on graduateness and the employability of exit students in South Africa.
Design/methodology/approach
The study used quantitative and descriptive research designs to test the proposed hypotheses. An online survey was used to collect the data from a study sample. A sample of 411 respondents was received, with structural equation modelling (SEM) being used to assess the model fit.
Findings
The study found that the direct effect of social media use on graduateness skills is significant. Secondly, the direct effect of graduateness skills on perceived employability is also significant. The results also showed existence of support for the mediation of graduateness skills on the relationship between social media use and perceived employability.
Research limitations/implications
The study provides empirical evidence to the proposed model and infers the potential role of social media in addressing issues related to graduateness and the employability of exit students.
Practical implications
In addressing the challenge of unemployment, the use of social media can potentially aid in matters of skills acquisition.
Originality/value
The results demonstrate how technology through the use of social media potentially fits within enhancing graduateness and employability skills.
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Wijang Sakitri, Kardoyo Kardoyo, Tusyanah Tusyanah and Khasan Setiaji
The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual…
Abstract
Purpose
The Industrial Revolution 4.0 impacted education, notably during the COVID-19 outbreak. Teachers should be familiar with the dynamic teaching and learning of classroom and virtual classes. They should provide various and exciting media. It influences the work readiness of a teacher for higher education students. Further, nowadays, interest in becoming a teacher is declining. They prefer having another profession to being a teacher. This study analyzes the determinants of work readiness as a teacher for higher education students.
Design/methodology/approach
This research uses a quantitative research model: a survey method with an influence analysis approach through structural equation modeling analysis to determine the influence of digital literacy, self-efficacy and perceptions of the teaching profession on readiness to become a teacher. The population in this study was the UNNES Economics Education students’ class of the year 2018, totaling 350 students with a total sample of 187. The data collection technique used in this research is a questionnaire with score criteria based on a Likert scale.
Findings
Digital literacy and teacher professional perception play an essential role in work readiness for higher education students as a teacher. Meanwhile, self-efficacy has a positive but insignificant influence on work readiness as a teacher. One of the things that make self-efficacy have a less significant impact is the need for vicarious experience indicators in shaping student self-efficacy.
Practical implications
Teaching is a noble profession. Research on work readiness as a teacher is still limited. Nowadays, only a few students are interested in being a teacher because they need more enthusiasm. The findings of this research can be an alternative solution to managerial staff at higher education to equip the students with digitalization technology, positive teacher perception and increase the students' self-efficacy.
Originality/value
The study on work readiness as a teacher for higher-education students has yet to be explored. Being a teacher is an art that needs skills and competencies because teachers educate humans that have dynamic critical thinking, ideas and behaviors. This study investigates the determinants of work readiness as a teacher for higher education students in the digitalization technology era.
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Long Thang Van Nguyen, Donna Cleveland, Chi Tran Mai Nguyen and Corinna Joyce
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and…
Abstract
Purpose
This study explores how problem-based learning (PBL) programs can address Sustainable Development Goals (SDGs) via the higher education (HE) curriculum, teaching materials and relevant assessments, supporting learning at scale for HE institutions.
Design/methodology/approach
Employing SDGs and their indicators as the coding framework, our two-phase study evaluates the curriculum and teaching materials of seven PBL programs at a leading higher education institution (HEI). The first phase involved a content analysis to assess the degree of sustainability integration in 156 relevant courses. The second phase applied a semi-automated mapping protocol to analyze learning and teaching materials in 120 relevant courses.
Findings
The school aligns with 17 SDGs (100%), covering 94 indicators (55.62%). On average, each program within the school addresses over ten of these goals and incorporates more than 24 associated indicators. However, the study reveals an imbalance in the incorporation of SDGs, with some goals not yet deeply and comprehensively embedded in the curriculum. While there is a substantial focus on sustainability theories, the practical implications of SDGs in emerging countries, particularly through case studies and assessments, require significant enhancement.
Practical implications
Mapping SDGs allows HEIs to identify strengths and gaps in SDG integration, thereby improving the PBL approach to enhance student work readiness in sustainability-focused careers.
Originality/value
Through the lens of transformative learning theory, this study provides evidence of SDG integration into PBL curricula. It highlights a mapping methodology that enables HEIs to evaluate their sustainability readiness in curriculum, teaching materials and relevant assessments.
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Buddhini Amarathunga, Ali Khatibi and Zunirah Mohd Talib
This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and…
Abstract
Purpose
This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR.
Design/methodology/approach
The present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.
Findings
The findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum.
Originality/value
This study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.
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Lama Abu Alieh, M. Reza Hosseini, Igor Martek, Wei Wu and Mehrdad Arashpour
A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction…
Abstract
Purpose
A lack of suitably qualified Building Information Modelling (BIM) professionals is understood to be a major barrier towards higher uptakes of BIM in the Australian construction industry. In response, Australian universities have tried to integrate the teaching of BIM into construction-related curricula, but with limited success. The acknowledged impediment is the lingering mismatch between what universities offer and what industry actually needs. However, the exact nature of that mismatch has yet to be identified. This study addresses that knowledge gap. It assesses both the current status of BIM competencies among university graduates and explores how BIM education at Australian universities may be improved to deliver BIM work readiness, as required by the industry.
Design/methodology/approach
This paper employed a qualitative research approach, utilizing 17 semi-structured interviews with experts in the Australian BIM industry. The Person-Organization (PO) fit theory, which emphasizes the congruence between individual and organizational characteristics, was utilized as a theoretical framework to examine the compatibility between “demand” and “ability” perspectives. The resulting data were analysed using this theoretical framework to gain insights into the PO fit perspectives in relation to BIM industry practices.
Findings
Findings reveal that graduates are generally competent regarding the use of BIM software. However, employers require much more than software skills, and expect recruits to have the capability to implement BIM as a process according to information management standards. Specifically, graduates are significantly deficient in matters of BIM protocols, collaboration and coordination, information workflows as well as completion and handover procedures.
Originality/value
This study is the first of its kind that bridges the gap between industry expectations and university education, in the Australian context, moving beyond the common discourse in education literature, which is exclusively focused on assessing students’ perceptions about BIM.
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Kasmad Ariansyah, Ahmad Budi Setiawan, Alfin Hikmaturokhman, Ardison Ardison and Djoko Walujo
This study aims to establish an assessment model to measure big data readiness in the public sector, specifically targeting local governments at the provincial and city/regency…
Abstract
Purpose
This study aims to establish an assessment model to measure big data readiness in the public sector, specifically targeting local governments at the provincial and city/regency levels. Additionally, the study aims to gain valuable insights into the readiness of selected local governments in Indonesia by using the established assessment model.
Design/methodology/approach
This study uses a mixed-method approach, using focus group discussions (FGDs), surveys and exploratory factor analysis (EFA) to establish the assessment model. The FGDs involve gathering perspectives on readiness variables from experts in academia, government and practice, whereas the survey collects data from a sample of selected local governments using a questionnaire developed based on the variables obtained in FGDs. The EFA is used on survey data to condense the variables into a smaller set of dimensions or factors. Ultimately, the assessment model is applied to evaluate the level of big data readiness among the selected Indonesian local governments.
Findings
FGDs identify 32 essential variables for evaluating the readiness of local governments to adopt big data. Subsequently, EFA reduces this number by five and organizes the remaining variables into four factors: big data strategy, policy and collaboration, infrastructure and human resources and data collection and utilization. The application of the assessment model reveals that the overall readiness for big data in the selected local governments is primarily moderate, with those in the Java cluster displaying higher readiness. In addition, the data collection and utilization factor achieves the highest score among the four factors.
Originality/value
This study offers an assessment model for evaluating big data readiness within local governments by combining perspectives from big data experts in academia, government and practice.
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Jane Skalicky, Harriet Speed, Jacques van der Meer and Dallin George Young
This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher…
Abstract
Purpose
This paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).
Design/methodology/approach
Data are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.
Findings
The findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.
Originality/value
These insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.
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The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.
Abstract
Purpose
The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.
Design/methodology/approach
An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.
Findings
This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.
Research limitations/implications
This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.
Practical implications
This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.
Originality/value
Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.
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