Search results
1 – 10 of 46Debora Jeske and Carol Linehan
Many employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly e…
Abstract
Purpose
Many employers experiment with virtual working modes for project-based work. Virtual internships are one such mode that is gaining increasing popularity worldwide, particularly e-internships that require remote working with employers. However, little is known about the extent to which e-internships present learning opportunities to such e-interns.
Design/methodology/approach
The current study examined mentoring experiences among a cross-sectional sample of 158 e-interns working for different companies. Data were collected using an online survey in two data collection rounds.
Findings
The length of the e-internships did not increase mentoring satisfaction, but the likelihood of e-interns having a mentor was higher the longer the e-internships. Mentoring was offered irrespective of working hours per week. Mentoring increased reported skill development, particularly in relation to their communication skills and their ability to think strategically about problems. In addition, mentored e-interns were more likely to have opportunities to cooperate with and help others. They likewise had opportunities to share information, knowledge and experiences.
Research limitations/implications
The study recruited interns from various countries. Potentially relevant cultural differences were not explored as part of this study.
Practical implications
The results demonstrate that the benefits of mentoring observed in relation to traditional internships can be fostered in e-internships. E-internships represent an opportunity for managers and employees, regardless of company size, to become mentors. E-internships thus represent another work-integrated as well as work-applied learning and skill development opportunity that creates additional options for many interns and organisations alike.
Originality/value
The evidence suggests that mentoring is becoming a regularly available feature for virtual and temporary workers such as e-interns, many of which are hired for short-term projects. As remote working has become a standard practice, e-internships are on the rise – and worthy of further study in order to promote best practices.
Details
Keywords
Yeh Ju-Hsuan, Tsai-Yun Lo, Ming-Chang Wu and Li-Feng Wang
This paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that…
Abstract
Purpose
This paper aims to probe into the implementation of internship courses under the five-year cosmetology program in Taiwan from the perspective of Dewey's philosophies in hopes that the analysis can serve as reference for schools in planning their internship courses in the future.
Design/methodology/approach
This paper probes into the off-campus internship courses under Taiwan's five-year junior college education program by applying Dewey's empirical philosophy.
Findings
The study aims to understand the learning experience acquired by students from learning by doing internship courses as reference for future internship design. The current internship courses comprise the follows: summer, during the semester and for a full academic year. The experience of summer internship is career exploration, the experience for semester internship is career experience and the experience from academic-year internship is career choice. The internship strategies are designed according to the three different internship approaches, so that the internship courses can implement the educational effect of “learning from experience”.
Practical implications
To minimize the discrepancy between the cosmetology program under the five-year junior college education and the employment market, credit-based off-campus internship courses are arranged for students' final years at school.
Social implications
Through on-site trainings, students accumulate work experience and explore into a related career field. The accumulation of experience and gaining of insights mirror the philosophy of learning by doing, which involves students' reflective thinking.
Originality/value
It is hoped that the analysis can serve as reference for internship courses planning in the future.
Details
Keywords
Rachael Hains-Wesson and Kaiying Ji
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual…
Abstract
Purpose
In this study, the authors explore students' and industry’s perceptions about the challenges and opportunities of participating in a large-scale, non-compulsory, individual, in-person and unpaid business placement programme at an Australian university. The placement programme aims to support students' workplace transition by emphasising the development of key employability skills through reflective learning and linking theory to practice.
Design/methodology/approach
Utilising a case study methodology and integrating survey questionnaires, the authors collected both quantitative and qualitative data with large sample sizes.
Findings
The results highlight curriculum areas for improvement, emphasising tailored feedback to manage placement expectations and addressing employability skill strengths and weaknesses.
Practical implications
Recommendations include co-partnering with students to develop short, tailored and hot tip videos along with online learning modules, including the presentation of evidence-based statistics to inform students about post-programme employment prospects.
Originality/value
The study contributes to benchmarking good practices in non-compulsory, individual, in-person and unpaid placement pedagogy within the business education context.
Details
Keywords
Antonio Di Paolo and Alessia Matano
This paper investigates the effects of working during university education on labour market outcomes of university graduates.
Abstract
Purpose
This paper investigates the effects of working during university education on labour market outcomes of university graduates.
Design/methodology/approach
Based on data from three successive cohorts of graduates from the Spanish region of Catalonia, the authors estimate the effect of having worked in different types of jobs before graduation, classified according to work intensity and the match with the field of study, on the probability of being employed, having a permanent contract or having a job that requires the specific degree four years after graduation. The authors employ a multinomial endogenous treatment model that enables controlling for self-selection into pre-graduation working activities.
Findings
Pre-graduation work activities that are related to the field of study are generally beneficial for employability and job stability. Work experiences unmatched with the degree's content are detrimental for graduates' job–education match.
Originality/value
This is the first paper that jointly considers the role of work intensity (part-time vs full-time) and the relationship with the field of study in a framework that accounts for self-selection into different types of jobs. The authors also contribute to the literature by estimating the effect of pre-graduation jobs not only on the chances of being employed four years after graduation but also on two important aspects of job quality: having a permanent contract and having a job that requires the specific degree.
Details
Keywords
Marjolein Zweekhorst and Dirk Essink
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve…
Abstract
Purpose
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create “Citizen Scholars,” students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016).
Design/methodology/approach
The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni.
Findings
The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer.
Research limitations/implications
The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter- and transdisciplinary, the proficiency knowledge integration should be added.
Practical implications
The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars.
Social implications
With the approach, students contribute to research issues of local communities.
Originality/value
Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.
Details
Keywords
N.M. Fonseca Ferreira, André Araujo, M.S. Couceiro and David Portugal
This paper describes a two-month summer intensive course designed to introduce participants with a hands-on technical craft on robotics and to acquire experience in the low-level…
Abstract
This paper describes a two-month summer intensive course designed to introduce participants with a hands-on technical craft on robotics and to acquire experience in the low-level details of embedded systems. Attendants started this course with a brief introduction to robotics; learned to draw, design and create a personalized 3D structure for their mobile robotic platform and developed skills in embedded systems. They were familiarize with the practices used in robotics, learning to connect all sensors and actuator, developing a typical application on differential kinematic using Arduino, exploring ROS features under Raspberry Pi environment and Arduino – Raspberry Pi communication. Different paradigms and some real applications and programming were addressed on the topic of Artificial Intelligence. Throughout the course, participants were introduced to programming languages (including Python and C++), advanced programming concepts such as ROS, basic API development, system concepts such as I2C and UART serial interfaces, PWM motor control and sensor fusion to improve robotic navigation and localization. This paper describes not just the concept, layout and methodology used on RobotCraft 2017 but also presents the participants knowledge background and their overall opinions, leading to focus on lessons learned and suggestions for future editions.
Details
Keywords
Tiyamike Ngonda, Richard Nkhoma and Thabo Falayi
The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence…
Abstract
Purpose
The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.
Design/methodology/approach
The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.
Findings
The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.
Originality/value
The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.
Details
Keywords
Andrew Thomas, Casey Piquette and David McMaster
Whilst English remains the language of global commerce, the role and outcomes of English language provision in English-medium higher education institutions in the Arab Gulf…
Abstract
Whilst English remains the language of global commerce, the role and outcomes of English language provision in English-medium higher education institutions in the Arab Gulf countries remains central to any discussion on graduate profile and the employability of graduates in the global marketplace. This paper describes the findings of research into English workplace communication skills amongst a sample of Bahrain employers and students at Bahrain Polytechnic. Using a mixed methods approach, data was gathered through telephone interviews, student workplace simulations and employer focus groups. Findings show that generic employability skills, channelled through English as a second or additional language, are highly valued by Bahrain’s employers. In particular, students need to market themselves as confident, knowledgeable individuals during the recruitment process and after recruitment, continuing to operate successfully in the sociolinguistic culture of their company. Consequently, it is concluded that English language training in higher education programmes needs to move from purely linguistic and degree-related content areas to a broader remit of English for communication purposes that covers both specialised discourse fields and broader generic employability skills and competencies.
Bertha Jacobs, Hanri Taljaard-Swart, Nadene Marx-Pienaar, Lizette Diedericks, Nadine Sonnenberg, Suné Donoghue, Adeline Pretorius and Gerrie du Rand
Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences…
Abstract
Purpose
Skilled graduates delivered through vocational programmes are critical to ensure the future growth of emerging economies. This study explored students' reflections and experiences of online teaching and learning (T&L) during the COVID-19 pandemic in South Africa. The study specifically focused on the transferable skills students acquired and their relevance to working in the local retail and hospitality industries.
Design/methodology/approach
Following a case study research design, this study retrospectively delved into the multi-perspectives of students enrolled in vocational programmes. A total of 145 students completed reflective questions via a Qualtrics link regarding the topic in question. Student reflections were grouped and analysed for recurring themes using Atlas.ti. Through thematic analysis, two topical themes emerged related to transferable skills development and the usefulness of skills for future work.
Findings
The findings suggest that although students had to rely on online classes during the COVID-19 pandemic, they still developed vital transferable skills, including communication, teamwork, organisational, self-management, flexibility, technology, metacognition and problem-solving.
Practical implications
The findings offer valuable input into planning and developing student-centric online courses to facilitate the development of desired transferable skills. Findings could also guide best T&L practices regarding how education and training across digital platforms could be used to ensure that graduates are prepared to navigate the future complexities of working in ever-changing globalised industries.
Originality/value
This study provides new insights into the evolution of T&L and how unexpected situations could provide an opportunity to hone desired skills and prepare students for employment and the 21st century workplace.
Details
Keywords
Rickard 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.
Details