Search results
1 – 10 of over 1000Claire M. Mason, Shanae M. Burns and Elinor A. Bester
The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability…
Abstract
Purpose
The authors proposed that participation in large-scale, structured events designed to match students to employers' internship opportunities could support students' employability by focussing students' career goals, strengthening students' career self-efficacy and growing students' social capital.
Design/methodology/approach
Interviews were carried out with 49 students both before and after the students took part in the event to assess whether students career goals, self-efficacy or social capital changed after taking part in the events. In the second interview, the authors also asked students what outcomes students gained from the event and how the event process had contributed to these outcomes.
Findings
Students' descriptions of their outcomes from the event aligned with social capital theory and self-efficacy theory. The students valued the information, connections, skills and experience they developed through taking part in the interviews and connecting with employers and students. The longitudinal analyses revealed that most students career goals did not change, but students' career self-efficacy improved and students could identify more actions for achieving their career goals after taking part in the event. Importantly, these actions were often explicitly connected with information or connections that students gained from the event.
Originality/value
The interviews illustrate that students can build social capital from short, one-on-one engagement with employers that then enable them to identify ways of furthering students' career goals. The authors' findings suggest that structured, event-based engagement with employers can provide an efficient and equitable means of enhancing students' social capital and career self-efficacy.
Details
Keywords
Hilary MacQueen and Fiona Jane Aiken
The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic…
Abstract
Purpose
The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic students.
Design/methodology/approach
Using a combination of quantitative, qualitative and open text data, the authors identified factors important for student success.
Findings
Dedicated study time was not a significant predictor of student pass rate, but was related to the quality of achievement as measured by pass grade. More important for success were less tangible factors such as relationship with a mentor and being part of a supportive peer group.
Research limitations/implications
The number of respondents to the survey of graduates in the second part of the investigation was small (n=30; 8.9 per cent) and limited to one profession (Emergency care).
Practical implications
The support measures the authors have identified should be overtly built into new course design. Placements undertaken away from the primary workplace should be well organised, and students proactively supported while undertaking them.
Originality/value
The value of these findings is that they inform, and can be used to enhance, the experience of students on work-based learning programmes and also on degree apprenticeships.
Details
Keywords
The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of…
Abstract
Purpose
The purpose of this paper is to identify a number of different models of work-based learning (WBL) in operation at the University of Chester and provides two examples of university-employer partnership where WBL is used as the principal means for bringing about change in the workplace.
Design/methodology/approach
This paper is based on the experience of one UK University with significant WBL provision and outlines the evolutionary development of a number of different models of WBL designed to meet the specific needs of employers and individual students.
Findings
The paper reflects on the distinctive contribution of WBL in higher education to bring about change to the culture and working practices of two public organisations, thereby improving performance and developing new ways of working.
Practical implications
It will also consider the impact of WBL on learners often giving them a greater sense of their own identity and professionalism and point to the way in which WBL challenges the university as much as it challenges employer partners.
Social implications
Widening access to higher education and increasing participation in HE.
Originality/value
The identification and description of a number of different models of WBL in operation in the HE sector.
Details
Keywords
Lisa Rowe, Daniel Moss, Neil Moore and David Perrin
The purpose of this paper is to explore the issues and challenges facing employers as they manage degree apprentices in the workplace. It examines the relationship between…
Abstract
Purpose
The purpose of this paper is to explore the issues and challenges facing employers as they manage degree apprentices in the workplace. It examines the relationship between managers and apprentices undertaking a work-based degree. This research is of particular relevance at this time because of the UK Government’s initiative to expand the number of apprenticeships in the workplace to three million new starts by 2020, inevitably bringing a range of pressures to bear on employers (BIS, 2015). The purpose is to share early experiences of employer management of degree apprenticeships, and provide a range of recommendations to develop and improve employer and higher education institution (HEI) practice.
Design/methodology/approach
This paper combines desk research with qualitative data drawn from interviews with a range of cross-sector organisations to investigate the employer’s experience of developing the new degree apprenticeships. Data are explored inductively using thematic analysis in order to surface dominant patterns and considers the implications of findings upon current and emerging HEI and employer practice and research.
Findings
There were a number of key themes which emerged from the data collected. These included the need for effective, employer-led recruitment processes, careful management of expectations, sound HEI retention strategies, employer involvement and board-level motivators to ensure organisational benefits are derived from effectively situated workplace learning and a focus upon effective, empowering mentoring and support strategies.
Research limitations/implications
As degree apprenticeship standards and programmes are currently at the early stages of implementation, and opportunities, funding and resourcing are rapidly changing in the context of government policy, so too will employer appetite and strategies for supporting degree apprentices, along with apprentice behaviour. This means that additional findings, beyond those highlighted within this paper, may emerge in the near future.
Practical implications
There are a number of practical implications supporting managerial development and support of degree apprentices in the workplace from this research. These are reflected in the findings, and include the development of flexible and collaborative processes, resources, mentor training and networks.
Originality/value
This paper is one of the first published accounts of the employers’ perspective of managing a degree apprenticeship within the new policy context in the UK. As a result, the work offers a unique insight into the emerging challenges and issues encountered by managers working with degree apprentices in the twenty-first century business environment.
Details
Keywords
Barbora Holubová, Marta Kahancová, Lucia Kováčová, Lucia Mýtna Kureková, Adam Šumichrast and Steffen Torp
Studies on the work integration of persons with disabilities (PwD) and the role of social dialogue therein are scarce. The study examines how the different systems of workers’…
Abstract
Purpose
Studies on the work integration of persons with disabilities (PwD) and the role of social dialogue therein are scarce. The study examines how the different systems of workers’ representation and industrial relations in Slovakia and Norway facilitate PwD work integration. Taking a social ecosystem perspective, we acknowledge the role of various stakeholders and their interactions in supporting PwD work integration. The paper’s conceptual contribution lies in including social dialogue actors in this ecosystem.
Design/methodology/approach
Evidence was collected via desk research, 35 semi-structured in-depth interviews with 51 respondents and stakeholder workshops in 2019–2020.
Findings
The findings from Norway confirm the expected coordination of unions and employers in PwD work integration. Evidence from Slovakia shows that in decentralised industrial relations systems, institutional constraints beyond the workplace determine employers’ and worker representatives’ approaches in PwD integration. Most policy-level outcomes are contested, as integration occurs predominantly via sheltered workplaces without interest representation.
Social implications
This paper identifies the primary sources of variation in the work integration of PwD. It also highlights opportunities for social partners across both situations to exercise agency and engagement to improve PwD work integration.
Originality/value
By integrating two streams of literature – social policy and welfare state and industrial relations – this paper examines PwD work integration from a social ecosystem perspective. Empirically, it offers novel qualitative comparative evidence on trade unions’ and employers’ roles in Slovakia and Norway.
Details
Keywords
Miriam O'Regan, Aiden Carthy, Colm McGuinness and Philip Owende
The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability…
Abstract
Purpose
The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work).
Design/methodology/approach
Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque).
Findings
After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation.
Originality/value
This is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research.
Details