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1 – 10 of 98
Open Access
Article
Publication date: 24 December 2021

Florian Fahrenbach

Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of…

1036

Abstract

Purpose

Relying on a design science paradigm, the purpose of this paper is to describe the development and evaluation of items for an ICT artefact that supports the assessment of transversal professional competences within the validation of prior learning (VPL). To do so, the authors build a conceptual bridge between the Occupational Information Network (O*NET) and the European Qualifications Framework (EQF).

Design/methodology/approach

Design science research paradigm, in particular the participatory development of candidate items and their evaluation in a multi-stakeholder approach.

Findings

The authors find that a self-assessment of professional competences should be comprised of 160 items in order to cover the breadth and depth of the O*NET in the hierarchical taxonomy. Such quantity of items sufficiently builds a conceptual bridge between the O*NET and the; EQF.

Practical implications

When designing procedures for the VPL, it is imperative to bear in mind the purpose of the validation procedure, in order to determine relevant stakeholders and their needs in advance as well as the; required language proficiency of the assessment instrument.

Social implications

The innovative value of this approach lies in the combination of an underlying hierarchical taxonomy with assessment items that are developed based on the qualification standards of different Austrian professions. Together with specific verbs that were adapted for each particular item, an innovative self-assessment is proposed. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

Originality/value

This paper applies a design science paradigm to develop an ICT artefact that should support the VPL. By reflecting on the design process, the authors introduce a theoretical bridge between the O*NET and the EQF. Thereby the authors aim to account for some of the mentioned shortcomings of the EQF.

Details

Education + Training, vol. 64 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 7 March 2019

Miguel Blanco Canto, Lydia Bares López and Oksana Hrynevych

The economic crisis of 2008 has caused a significant increase in the number of unemployed in Spain and a decrease in investments in active training policies. In this context, it…

1251

Abstract

Purpose

The economic crisis of 2008 has caused a significant increase in the number of unemployed in Spain and a decrease in investments in active training policies. In this context, it is even more necessary to demand improvements in the degree of efficiency of the training programs aimed at unemployed people.

Design/methodology/approach

This paper presents the opinions of a group of experts in labor intermediation on the need to include transversal competences in the training contents of employment courses aimed at the tourism sector to improve the degree of employment of the unemployed.

Findings

All the experts consulted have indicated the need to enrich the subjects of the training courses by incorporating workshops that favor the implementation of certain transversal competences such as team work, management in stress situations, problem-solving, willingness to learn, self-initiative, verbal communication and mastery of social networks.

Research limitations/implications

The main limitations are given by the small number of experts in the field. However, their long career and participation in employment programs make their opinions valuable.

Practical implications

The main practical implication is in the fact that the proposed suggestions about modifications in the contents of the training courses for employment in the tourism sector are perfectly applicable, and according to the expert’s opinions, they would improve the degree of labor insertion of the participants.

Social implications

The improvement of the degree of employability of the unemployed who participate in the training actions and a greater adaptation to the specific characteristics of the jobs offered by the entrepreneurs of the sector.

Originality/value

The adaptation of the formative contents of the courses focused on the unemployed can make possible two desirable effects. On the one hand, the improvement of the quality of the tourist resources and on the other hand, increase the degree of employability of the unemployed, and in this way improve the efficiency of training programs.

Details

Journal of Tourism Analysis: Revista de Análisis Turístico, vol. 26 no. 1
Type: Research Article
ISSN: 2254-0644

Keywords

Open Access
Article
Publication date: 9 December 2022

Itziar Rekalde-Rodríguez, Pilar Gil-Molina and Esther Cruz Iglesias

The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation…

1196

Abstract

Purpose

The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.

Design/methodology/approach

An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.

Findings

The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.

Originality/value

This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 9
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 24 July 2021

Silvia Ivaldi, Giuseppe Scaratti and Ezio Fregnan

This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a…

7935

Abstract

Purpose

This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures.

Design/methodology/approach

The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced.

Findings

The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress.

Research limitations/implications

The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting.

Practical implications

The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences.

Social implications

Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions.

Originality/value

The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

Details

Journal of Workplace Learning, vol. 34 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 14 December 2022

Adekola Afolabi Ashonibare

This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and…

1129

Abstract

Purpose

This paper aims to investigate existing practices of transversal skills training in doctoral education and provide recommendations for improvement for universities, industry and doctoral students in Europe. The results offer a detailed picture that has implications for the design of doctoral education programs that aim to support transferable skills development and graduate employability.

Design/methodology/approach

A qualitative research method was used for this study; thus, data gained from existing literature were the most significant aspect of this study, serving as the key approach to answering the research questions. A literature review approach, which involved synthesizing and analyzing existing literature, was adopted in this study. Essential themes were identified and collected from literature through an inductive coding technique to find answers to questions in this study.

Findings

The research highlights the importance of coordinated efforts to improve transversal skills training in doctoral education programs. Universities must adapt their curriculum to meet industry skill requirements and provide enabling support for faculty innovative teaching. Private enterprises must continue to provide training for doctoral graduates employed in the industry because not all skills can be taught and developed in the university. Doctoral students themselves must be intentional about creating industry networks for acquiring transferable skills needed in nonacademic jobs.

Social implications

In response to industry demands, a university should not be seen as a place where doctoral students formulate a theory about the net ideology of a discipline but as a place for socializing, interacting, arguing critically and developing transferable skills for various careers. The advocacy for transversal skill training in doctoral education positively impacts society, producing doctoral researchers with an innovative mindset. Universities must continue improving existing skill-based training and work-integrated learning practices while seeking new collaboration with various industry sectors.

Originality/value

This study provides relevant ideas for faculty, industry and doctoral students on enhancing the employability of doctoral graduates through the development of transversal skills.

Details

Studies in Graduate and Postdoctoral Education, vol. 14 no. 2
Type: Research Article
ISSN: 2398-4686

Keywords

Open Access
Article
Publication date: 28 September 2021

Sanna Brauer

The twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper…

4043

Abstract

Purpose

The twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper aims to discuss the qualities of competence-oriented educational processes and the recent movement towards competence-based curricula in higher education.

Design/methodology/approach

This study follows a systematic literature review (SLR) methodology to explore the concept of competence within the context of educational science. The subsequent thematic synthesis analyses the findings of reviewed publications regarding graduate attributes in competence-oriented higher education and their perspectives and working-life expectations on exit profiles.

Findings

Interest in competence-oriented education, training and learning has grown in recent years, resulting in numerous theoretical and technical pedagogical applications in higher education. Nonetheless, ambiguous terminology presents a significant challenge, which is demonstrated by the inconsistent language of the study's results. Moreover, there is an obvious need for teachers' in-service training. The qualitative synthesis of this article will be useful for both educational and working life sectors to inform and promote different perspectives on competence-oriented educational processes. A clear articulation of competences is crucial for reforming higher education to meet students' interests and recognise their work-life needs.

Originality/value

The concept of competence has been under-investigated in higher education research and practices. This study offers novel insights and practical implications for competence-oriented learning concerning the paradigmatic change across higher education.

Details

Education + Training, vol. 63 no. 9
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 20 June 2023

Jinou Xu and Margherita Emma Paola Pero

This paper investigated the organizational adoption of big data analytics (BDA) in the context of supply chain planning (SCP) to conceptualize how resources are orchestrated for…

1757

Abstract

Purpose

This paper investigated the organizational adoption of big data analytics (BDA) in the context of supply chain planning (SCP) to conceptualize how resources are orchestrated for organizational BDA adoption and to elucidate how resources and capabilities intervene with the resource management process during BDA adoption.

Design/methodology/approach

This research elaborated on the resource orchestration theory and technology innovation adoption literature to shed light on BDA adoption with multiple case studies.

Findings

A framework for the resource orchestration process in BDA adoption is presented. The authors associated the development and deployment of relevant individual, technological and organizational resources and capabilities with the phases of organizational BDA adoption and implementation. The authors highlighted that organizational BDA adoption can be initiated before consolidating the full resource portfolio. Resource acquisition, capability development and internalization of competences can take place alongside BDA adoption through structured processes and governance mechanisms.

Practical implications

A relevant discussion identifying the capability gap and provides insight into potential paths of organizational BDA adoption is presented.

Social implications

The authors call for attention from policymakers and academics to reflect on the changes in the expected capabilities of supply chain planners to facilitate industry-wide BDA transition.

Originality/value

This study opens the black box of organizational BDA adoption by emphasizing and scrutinizing the role of resource management actions.

Details

International Journal of Physical Distribution & Logistics Management, vol. 53 no. 11
Type: Research Article
ISSN: 0960-0035

Keywords

Open Access
Article
Publication date: 1 April 2019

Chiara Succi and Michaela Wieandt

A fast-changing environment entails several reflections about skills and attitudes required to face the increasing complexity brought by the “glocal, liquid and networked” world…

12175

Abstract

Purpose

A fast-changing environment entails several reflections about skills and attitudes required to face the increasing complexity brought by the “glocal, liquid and networked” world in which workers operate (Bauman, 2003; Clarke, 2017). In the literature, an increased attention has been devoted to the impact of interpersonal skills and personal characteristics on employability (Heckman and Kautz, 2012; Succi, 2019; Wheeler, 2016). In this context, the so-called soft skills become of crucial importance, but a lack of academic attention devoted to their development, and a deficit of companies in integrating soft skills in their selection, induction and training processes have been identified (Hurrell, 2016). The paper aims to discuss these issues.

Design/methodology/approach

An exploratory study has been designed to describe the tools in use to assess soft skills, during the recruitment process and those to develop soft skills of graduates, during their first years on the job. In January 2017, two symmetrical online questionnaires have been sent to 500 HR managers and 240 graduates of a European business school, in Italy and Germany.

Findings

Results show that graduates and managers describe differently the use of tools to develop graduates’ soft skills. The large majority of HR managers indicate they offer formal training to young graduates and that they are involved in the performance appraisal sessions, while only 22 percent of students confirm they receive formal training and only 26 percent declare to be inserted in a performance appraisal process. Moreover, concerning the assessment of soft skills during the selection process, significant differences between Italian and German companies emerged.

Research limitations/implications

This research constitutes the first step to acknowledge the lack of initiatives devoted to soft skills development, despite their rising importance for the job market.

Practical implications

Findings allow initiating a discussion about a strategic topic in human resources management: whose responsibility is it to develop soft skills? Should graduates, higher education or companies fill the gap? The study can be extended to other types of higher education institutions, and a qualitative research could deepen the understanding of root causes of the differences identified.

Social implications

The impact on youth employment, reduction of labor skills mismatch and improvement of managerial practices could be interesting social implications of the study.

Originality/value

While previous research has predominantly focused on higher education executives and HR managers, this paper’s contribution consists in involving young graduates in the reflection on employability.

Details

European Journal of Management and Business Economics, vol. 28 no. 2
Type: Research Article
ISSN: 2444-8494

Keywords

Open Access
Article
Publication date: 28 June 2022

Ulla Saastamoinen, Lasse Eronen, Antti Juvonen and Pasi Vahimaa

Schools have a significant role in ensuring children's wellbeing as children spend a lot of time at school. Students need to have an active role in their learning and an…

1683

Abstract

Purpose

Schools have a significant role in ensuring children's wellbeing as children spend a lot of time at school. Students need to have an active role in their learning and an opportunity to participate in issues concerning wellbeing and studying. This research examines students' wellbeing in an innovative learning environment. The classroom is built with professionals, teachers and students (aged 9). The authors call it Learning Ground.

Design/methodology/approach

Students' wellbeing was measured with smart device application for a six-week period. Students answered the questionnaire with a Likert scale of five (very poor – excellent) responses. Two weeks during the six weeks research period, students were able to use digital study aids, EEG-biosensor headsets, to observe the effectiveness of their learning, defined by NeurSky app. The EEG-biosensors enabled students to use a tool to recognise their own learning factors during the lessons. The effectiveness was available to students via tablets all the time.

Findings

The students at the Learning Ground are satisfied with wellbeing and the environment support for students' wellbeing experience is notable. They have “good vibes” before and after the school day. When wearing EEG-headsets “study aids”, which enabled them to observe their learning via tablets at lessons, the wellbeing experience in the mornings even increased.

Originality/value

Schools need to be visionaries concerning 21st century learning and children's wellbeing. Building flexible learning environments and bringing innovative technologies into schools to provide active support for students will enable 21st century learning. Wellbeing of children should become first when developing the future schools.

Details

Journal of Research in Innovative Teaching & Learning, vol. 16 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 8 September 2023

Annelieke Michelle van Engelenhoven, Josefine L. Geiger, A. Berfu Ünal, Rowan-Niels Spinder and Indira S.E. van der Zande

To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students…

Abstract

Purpose

To effectively generate solutions to today's complex challenges, cooperation between governments, industry, civil society and academia is essential. To adequately prepare students for collaboration across academic and non-academic disciplines and stakeholders, Living Labs (LLs), unique research internships have emerged in the educational systems, which are focused on generating insights for society while embedding student learning in both practice and academia. To legitimise the LLs as a method of education in the academic curriculum, it is necessary to evaluate the experience of and potential benefits for students with regard to the development of their academic, professional and personal skills. Hence, this paper aims to investigate the outcomes of participating in LLs from the student's perspective via a case study at the University of Groningen in the Netherlands. A secondary aim is to evaluate the influence of the COVID-19 pandemic on the learning experience of the students.

Design/methodology/approach

The authors employed self-reported pre-and post-questionnaires into students' confidence levels with regard to their academic, professional and personal skills. A total of 35 questionnaires were conducted during the period February 2020–July 2021. The authors subsequently applied evaluation research, using a benchmarking approach, to analyse the data.

Findings

This study firstly indicates that students are most confident in their personal skills, both before and after conducting the LL, and that they further developed these due to being pushed outside of their growth zone by the various challenges posed during the LL, including the COVID-19 pandemic. Secondly, while students seem to have become more aware of their professional skills in the LL, this was the aspect on which no improvement was reported after conducting the LL, potentially due to an increased awareness of one's own room for improving professional skills outside of academia. Thirdly, students' reported academic skills improved the most during the LL, which highlights the importance of embedding academic learning both in theory and practice. Lastly, the impact of COVID-19 changed the setting of the LL which led to challenges but also opportunities with respect to research design, time investment and communication.

Practical implications

As LLs seem to contribute to transversal and academic skill development of students, we can legitimise their increasingly common place in higher education curricula. LLs are not only beneficial for stakeholders and society as they generate new insights into societal questions, they are also of added value to students who actively collaborate with the external organisations and researchers. The LLs can thus be seen as a method of education which contributes to students' preparation for future careers, which is one of the main tasks of higher education institutions. Due to the COVID-19 pandemic the LLs were conducted online, which resulted in disadvantages and advantages. Future LLs can be anticipated on more hybrid or even further online collaborations, which also opens the possibility of collaboration with international organisations located at different parts of the world. In this case, extra attention will need to be devoted to aligning expectations among the different stakeholders and specifically focussing on ways to ensure good communication.

Originality/value

This case-study is one of the first studies that specifically looks at the newly emerging concept of LL research internships and the perception of the student while conducting LLs with societal partners. Previous literature on the topic is scarce and, if existing, has mainly focused on the benefit of the partner organisation or society. Instead, we purposefully reflect on how the collaboration contributes towards students' professional development and employability. By doing so, this paper is one of the first to shed light on the benefits accrued to students’ development by participating in an LL. In addition, as the case study, unexpectedly, took place at the height of the COVID-19 pandemic, we were also able to evaluate the influence of COVID-19 on the LLs and draw insightful lessons learned for future collaborations with local and international partners in an online setting.

Details

Education + Training, vol. 65 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

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