Search results

1 – 10 of over 1000
Article
Publication date: 22 February 2024

Vijay Amrit Raj, Sahil Singh Jasrotia and Siddharth Shankar Rai

Vocational education and entrepreneurship are constantly increasing in research fields. However, what is the current state of vocational education and entrepreneurial research…

Abstract

Purpose

Vocational education and entrepreneurship are constantly increasing in research fields. However, what is the current state of vocational education and entrepreneurial research? Where will the area go next? These questions are still unanswered; thus, this study tries to map the research landscape of the study area to get insights and provide directions for future research.

Design/methodology/approach

This research collected extant literature on vocational education and entrepreneurship using Scopus scientific database. Bibliometric analysis has been performed to extract insights from 175 documents published in the study area. Content analysis on the extant literature has also been committed to getting contextual information and developing an integrated research framework for future researchers.

Findings

The bibliometric analysis revealed that training, career choice, curriculum, self-employment, student psychology, better job opportunity, learning environment and innovation are the most discussed in the vocational education and entrepreneurship literature. Developed nation’s strong presence, indicated by the number of publications in the field.

Originality/value

This study significantly contributes to entrepreneurship by disclosing advances in the literature and some of the most active research fronts in this sector, delivering insights that have yet to be wholly appreciated or appraised. The study also developed an integrated framework that could benefit various vocations, education and entrepreneurship stakeholders.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 27 February 2024

Laura Gutierrez-Bucheli, Jian Tsen Goh, Ali Rashidi, Duncan Maxwell, Ross Digby, Yihai Fang, Henry Pook and Mehrdad Arashpour

In the realm of construction education, the investigation of immersive learning and extended reality (XR) technologies has experienced a surge in recent times. Nevertheless, there…

Abstract

Purpose

In the realm of construction education, the investigation of immersive learning and extended reality (XR) technologies has experienced a surge in recent times. Nevertheless, there remains a notable lack of comprehension surrounding the most efficient ways to integrate these technologies into tailored teaching approaches for vocational construction training. This research study aims to pinpoint the key factors that construction vocational education and training (VET) providers must consider when introducing XR technologies into their training schemes.

Design/methodology/approach

This study conducted an in-depth literature review to develop an initial framework to summarise training, technology and institutional factors influencing the educational-technology integration of XR technologies in VET. In addition, this study utilised a Delphi technique, including semi-structured group discussions and two rounds of online follow-up questionnaires, to capture VET experts’ judgements on the importance of decision-making criteria.

Findings

This study has identified the critical factors to be considered in the VET sector when adopting XR technologies. Findings revealed institutional factors were the most important criteria for participants, followed by training and technology factors.

Research limitations/implications

The current decision-making process focuses on selecting XR technologies rather than evaluating their performance after implementation. Therefore, more research is needed to monitor the implementation of this technology in curricula from a senior management perspective. This will help to understand the cost and value factors related to the value proposition of XR technologies in courses.

Practical implications

To ensure the success and long-term viability of the technology-curriculum interface, it is important to consider factors such as the availability of technical and educational support, data security and cost-effectiveness. It is also crucial to focus on ease of use and content development that emphasises instruction to create engaging content for learners.

Originality/value

The potential impact of this study is underpinned by two facts: (1) it constitutes the first effort made in the field to comprehensively elicit VET expert judgements in relation to XR technologies, and (2) it offers decision-making criteria that are at play in seeking to take advantage of high-cost technologies that are rapidly evolving. While there is no simple checklist for XR implementation, this study takes a step further to identify significant factors influencing XR integration in vocational construction training.

Details

Smart and Sustainable Built Environment, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-6099

Keywords

Article
Publication date: 29 August 2023

Yasdin Yasdin, Syafiuddin Parenrengi, Hasriani Hasriani and Ridwan Daud Mahande

The purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.

Abstract

Purpose

The purpose of this study was to discuss the history and political development of vocational education in Indonesia began before independence until independence era.

Design/methodology/approach

Analysis of related documents and literature was used to explore the policies and politics of vocational education in Indonesia. Some documents traced were in the form of laws and regulations and previous writings related to the politics and policies of vocational education in Indonesia.

Findings

The politics of vocational education at this time reinforces identity politics in the form of the language of instruction in the politics of vocational education. In addition, the school curriculum at this time tried to accommodate the interests of the colonizers. Change slowly occurred when Indonesia declared independence, and vocational education slowly underwent changes and development. Apart from still strengthening its identity in the form of language, culture and social structure, Indonesian vocational education has also been oriented toward the development of the country.

Research limitations/implications

Although the author has identified Indonesia's vocational education policies and politics, several things still require further investigation, especially the impact of culture in politics and vocational education policies including the contribution of community conditions.

Practical implications

The findings of this paper can potentially raise interest in the politics of vocational education because of the many interest groups involved.

Social implications

The findings can contribute in the conversion of interests between interest groups to allocated educational resources, both human resources and budgetary resources.

Originality/value

This paper not only describes aspects of Indonesian history and identity in vocational education and the politics of vocational education which were conducted previous studies but also provides information on strategies for converting interests between groups in the interests of vocational education.

Details

Asian Education and Development Studies, vol. 12 no. 4/5
Type: Research Article
ISSN: 2046-3162

Keywords

Open Access
Article
Publication date: 6 February 2024

Sofia Antera and Marianne Teräs

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers…

Abstract

Purpose

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

Design/methodology/approach

The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings

Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

Originality/value

While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

Details

Education + Training, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 6 February 2023

Ayaka Noda

This study aims to examine the rationales for and obstacles to developing a national qualifications framework (NQF) in Japan. From a research perspective, it attempts to propose a…

1274

Abstract

Purpose

This study aims to examine the rationales for and obstacles to developing a national qualifications framework (NQF) in Japan. From a research perspective, it attempts to propose a model of a qualifications framework in the national context to provoke further political discussion in developing the Japanese Qualifications Framework (JQF).

Design/methodology/approach

To propose a possible model of a qualifications framework in the Japanese context, this study employs a qualitative document analysis approach to known NQFs. Next, based on documents and the literature, including government data and the United Nations Educational, Scientific and Cultural Organization’s Tokyo Convention (2011a, b), this study analyzes the motives and challenges in developing the JQF.

Findings

Japanese motives to develop the JQF can be summarized in four conditions: (a) International expectations along with the Tokyo Convention and establishment of the National Information Center, (b) avoiding qualification holders’ disadvantages in mobility, (c) quality assurance of qualifications with a competence-based approach and (d) lifelong learning by promoting recognition of diverse learning. The challenges in developing the JQF are (a) fitness with the traditional employment system and (b) multiple stakeholders’ involvement. The current priority in developing an NQF in Japan is to make educational qualification information “visible” based on legal grounds, particularly entrance requirements, to facilitate mobility.

Originality/value

This study explores the possibility of the JQF by summarizing the background and roles of NQFs worldwide and clarifying the motives and challenges for developing the JQF. This study provides suggestions for the possible qualifications framework model in the Japanese context from academic and practical perspectives in Japan, where official discussions on establishing an NQF have not progressed. Ensuring the international compatibility of qualifications so that qualification holders can smoothly take the next step in their studies and employment is important.

Details

Higher Education Evaluation and Development, vol. 17 no. 2
Type: Research Article
ISSN: 2514-5789

Keywords

Open Access
Article
Publication date: 20 December 2023

Martina Fuchs and Johannes Westermeyer

The purpose of this paper is to explore the scope for action of local human resource managers, who are employed in foreign subsidiaries of multinational companies (MNCs), for…

Abstract

Purpose

The purpose of this paper is to explore the scope for action of local human resource managers, who are employed in foreign subsidiaries of multinational companies (MNCs), for implementing training activities. These managers are situated in relationships to headquarters and the local environment. Related to this is the question whether MNCs contribute to the local skill base by implementing training activities or whether they exploit the existing skill formation system.

Design/methodology/approach

This study focusses on German subsidiaries of MNCs with headquarters in the USA and the UK, France, China and Japan. The study is based on 107 expert interviews with subsidiary managers and representatives of local stakeholder organisations, such as educational organisations, chambers, economic promotion agencies and governmental bodies in Germany.

Findings

The study reveals that headquarters introduce general schemes for training. In addition to these MNC-internal trainings, local managers use their information advantage over headquarters to implement dual training activities.

Research limitations/implications

The training activities of subsidiaries are dependent on the institutional settings of the host country.

Practical implications

Albeit dual training activities are laborious and tie the local managers down for the medium and long term, the future need of the subsidiary for adequately skilled workforce prompts local managers’ engagement in implementing dual training activities.

Social implications

Subsidiaries contribute to the local skill base and do not act in a free-rider position, at least in the German variety of capitalism.

Originality/value

The study deepens insights on distanced relations within and how subsidiaries generate scope for action by using this kind of relationships.

Details

Critical Perspectives on International Business, vol. 20 no. 1
Type: Research Article
ISSN: 1742-2043

Keywords

Book part
Publication date: 3 October 2023

Lucky Maluleke and Lesley Powell

There is neither doubt nor debate that career decision-making is essential and has long-term effects on the lives of individuals, families and communities. Despite the utmost…

Abstract

There is neither doubt nor debate that career decision-making is essential and has long-term effects on the lives of individuals, families and communities. Despite the utmost significance of career decision-making, it is well acknowledged in the literature that it remains difficult for young people in many countries worldwide to make informed and meaningful career decisions. Concerning this difficulty, this chapter presents findings from a small-scale doctoral research project investigating what influences students’ career decision-making at one public technical and vocational education and training (TVET) college in the Eastern Cape Province of South Africa. The doctoral study on which this paper reports was framed within an interpretive framework and used focus groups and individual interviews to generate data. Following the original research project, we frame this chapter within the sociological perspective, thereby focusing on the notions of careership (Hodkinson & Sparkes, 1997) and navigational capacity (Appadurai, 2004). Also, the sociological perspective reveals the tension and relation between structure and agency. Several factors influence young people’s career decision-making, for example, socio-economic status and capacity to aspire, life turning points, and horizons of action and possibility. The findings show that the participants operate from a position of disadvantage and lack; hence, career decision-making is more of a mission than a natural step in education and training. The chapter concludes that educational institutions should expand the horizon for action and improve the navigational maps of young people as they move through education and career paths.

Article
Publication date: 27 April 2023

Md. Abdur Rahman Forhad, Gazi Mahabubul Alam, Afruza Haque, Md. Sawgat Khan and Mamunur Rashid

This study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.

Abstract

Purpose

This study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.

Design/methodology/approach

This study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.

Findings

Despite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).

Social implications

Findings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.

Originality/value

This is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 13 December 2023

Guy J. Beauduy, Ryan Wright, David Julius Ford, Clifford H. Mack and Marcus Folkes

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism…

Abstract

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 7 December 2023

Annett Maiwald

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the…

Abstract

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

Details

How Universities Transform Occupations and Work in the 21st Century: The Academization of German and American Economies
Type: Book
ISBN: 978-1-83753-849-2

Keywords

1 – 10 of over 1000