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1 – 5 of 5Peggy M.L. Ng, Tai Ming Wut and Jason K.Y. Chan
Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the…
Abstract
Purpose
Embedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability.
Design/methodology/approach
Data were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses.
Findings
Results support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed.
Originality/value
Previous studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting.
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The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to…
Abstract
Purpose
The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.
Design/methodology/approach
The paper is based on a literature survey and author research.
Findings
US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.
Practical implications
Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.
Social implications
Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.
Originality/value
Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.
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