Search results

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education.

Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study.

Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging.

The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes.

This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes.

Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society.

The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.

The purpose of this study is to identify what skills gained during PhD study are linked with preparation and differences between industry and academic positions.

Using student-level data from nearly 2,400 early career PhD alumni from 50 US PhD granting institutions, this study uses a generalized ordered logit model with partial proportional odds to test the main and conditional effects of 14 areas of skill development on perceptions of career preparation.

This study contributes empirical evidence to show that research skills and communicating with non-technical audiences are positively linked with job preparation.

The combination of sophisticated research and noncognitive skills promotes the idea of a well-rounded PhD – a highly skilled and versatile researcher that can interact in both academic and industry settings – as a goal of doctoral education. The knowledge gained from this study will assist scholars and graduate educators, including faculty advisors, program directors, graduate deans, graduate education professionals and career development professionals to reconceptualize professional preparation for work in industry.

For-profit businesses, particularly start-up companies, are vital for economic development and many require PhD-level employees across research and management roles. Developing PhDs with the appropriate skills for industry will better align higher education and economic interests.

The wide scope of doctoral institutions allows for a quantitative approach not appropriate for single-institution case studies of doctoral career pathways research.

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.

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.

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.

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.

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.

This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a mid-sized public Greek University. It describes a multivariate methodology research that investigated how the students, first-hand experienced the unexpected changes from face-to-face on campus to synchronous online education during the lockdown and how they coped with these changes. Change is considered and described as a main component within current life and career trajectories addressing chaotic and unpredictable circumstances while Chaos Theory of Careers (CTC) offers the theoretical background of the chapter. The research followed the mixed methods paradigm: a multilevel embedded sequential explanatory design including a participant selection model and multivariate data analysis methods. A survey (N = 621) was conducted; individual interviews and focus groups’ discussions further explained the quantitative findings. The emerging clusters of students revealed similarities in feelings, motivation, adaptation, and life career skills development. The first cluster comprised of older, digitally high-skilled students, with the required technological equipment, adaptable to change, self-regulated, strongly in favor of synchronous online education; in the second cluster were grouped the younger, digitally medium-skilled students, who regularly participated in both modalities, critically recognized the advantages of either one, feeling strongly in favor of a combination; finally, the third cluster included digitally medium-skilled students who found serious difficulty in using online platforms, dissatisfied with social isolation and distant interaction, strongly preferring face-to-face instruction, valuing direct physical contact, social connection, and networking.

The study aims to review the existing theories and literature related to life skills education for adolescents to construct a model portraying the inter-relatedness between these variables. This study discerns the inferences from the studies conducted earlier to propose various aspects to be considered for future research and interventions targeting the effectiveness of life skills education for adolescents.

Prolific examination of numerous theoretical and empirical studies addressing these variables was carried out to formulate assertions and postulations. Deducing from the studies in varied streams of education, public health, psychology, economics and international development, this paper is an endeavor toward clarifying some pertinent issues related to life skills education.

Although there is abundant evidence to encourage and assist the development of life skills as a tool to achieve other outcomes of interest, it is also important to see life skills as providing both instrumental and ultimate value to adolescents. Quality life skills education needs to be intertwined with the curriculum through the primary and secondary education, in the same way as literacy and numeracy skills.

The present study has important implications for educators and policymakers for designing effective life skills education programs. Additionally, this paper provides a three-step model based on Lewin’s three step prototype for change, to impart life skills trainings to adolescents through drafting pertinent systems. This will help in imparting quality life skills education to adolescents and raising them to be psychologically mature adults.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.

The purpose of this paper is to identify skills and attributes that should be included in developing curricula, especially in the area of education. In this case, English Education Department of Ar-Raniry State Islamic University, Banda Aceh, is in charge of the preparation of English language teachers and English language professionals exceeding required standards and be competitive in the labour market.

This qualitative research involved 38 research participants consisting of government authorities, academics and students. Interviews and focus group discussions were employed to collect the data. Both interview and FGD results were analysed through thematic analysis.

The findings indicate that among the generic skills that need to be incorporated into the department curriculum in order to improve graduates’ quality and meet the requirements of the labour market are: information and communication technology (ICT), leadership, religious competencies, entrepreneurship and communication skills.

The paper has been developed through research conducted by the authors. Therefore, the authors confirm that the paper has been written according to the academic standard and is free from plagiarism.

This study aims to investigate the role of social capital in Iranian agricultural students' acquisition of generic skills. For this purpose, the effect of various social capital dimensions on students' generic skills development was examined.

A survey was conducted among 190 third- and fourth-year undergraduate students in one of the colleges of agriculture and natural resources in Iran. The partial least square method was used to examine the relationships among various social capital dimensions (i.e. social values, social trust, social networks, social cohesion, social participation, social communications and information sharing) with students' generic skills.

The findings showed that social networks and social participation are effective factors in the generic skills development of students. A model designed for the development of students' generic skills based on their social capital level predicted up to 33% of generic skills' variances. Furthermore, the multi-group analysis showed that males and females vary on how various social capital dimensions affect their generic skills. In this respect, the social participation dimension had a significantly greater impact on female students' generic skills, whereas the generic skills of male students were influenced more by the social cohesion dimension.

Developing generic skills through social capital can be considered as an effective strategy in countries that do not have formal programs for developing students' generic skills. Additionally, higher education policymakers should present a more supportive approach for developing generic skills of female students through social participation in the campuses.

So far, no study has examined the relationships among various social capital dimensions and students' generic skills in Iran. The picture is even more unclear when it comes to the differences between male and female students. The results of this study confirmed the importance of social networks and social participation in the universities to support students and to improve their generic skills and, consequently, their employability competencies. Furthermore, it could be inferred that male and female students have similarities and also differences in terms of the effect of social capital on developing generic skills that can provide a path for future studies.