The Determinants for Best Employability Skills and Job Opportunities for Undergraduate Students Majoring in Chinese in Thailand

2017 ◽  
Vol 51 (7) ◽  
pp. 989-1004
Author(s):  
Eknarin Jiracheewewong ◽  
MA Yongxia ◽  
XUE Han
Keyword(s):  
Undergraduate Students ◽  
Matrix Model ◽  
Work Experience ◽  
Employability Skills ◽  
Professional Experience ◽  
Training Methods ◽  
Student Organization ◽  
Job Opportunities ◽  
Effective Training ◽  
University Level

Currently, those Thai universities offering Chinese majors do not include any specific provisions for employability training. This research was thus conducted using an employer survey ( N = 418) to determine employer needs and direct interviews with academics, students, and employers to identify the most effective training methods and how to integrate them into the curriculum. The survey identified the desirable skills and traits in graduates and their importance for successful fieldwork. The academic interviews determined which identified skills and traits can be enhanced using in-class and outside-class training. The proposed matrix model for three training approaches (internship, work experience, and outside activities) and their focuses was further refined via participant input. It is recommended that Thai university-level Chinese programs should implement more specific requirements for internships and external professional experience, including volunteer and student organization involvement.

scholarly journals Colombian Language Teachers Abroad: An Overview of Their Professional Experience

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 121-140
Author(s):  
Liana Mercedes Torres-Casierra
Keyword(s):  
Work Experience ◽  
Teaching Practice ◽  
Language Teachers ◽  
Professional Experience ◽  
Degree Programs ◽  
International Mobility ◽  
Local Degree ◽  
Foreign Countries ◽  
Teacher Training Programs ◽  
University Level

This article presents the preliminary results of an enquiry on the work experience of Colombian language teachers who have entered the workforce in foreign countries. The study aims at unveiling aspects of the personal and professional experience of those graduates that might be relevant for pre-service teachers in local degree programs ahead of their potential move abroad in a growing international mobility context. The study includes data from surveys and personal interviews carried out with a group of 26 participants whose narratives of experience invite one to consider the variables that may either facilitate or hinder one’s teaching practice in a foreign workplace and the intercultural communication issues that language teachers may need to deal with. A reflection is brought forward on the needs that teacher training programs at university level in Colombia should address to broaden the scope of their graduates’ likely move abroad.

scholarly journals International undergraduate business students' perceptions of employability

2019 ◽  
Author(s):  
Eszter Kiss ◽  
Michelle Barker ◽  
Parlo Singh
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Social Cognitive ◽  
Business Students ◽  
Employability Skills ◽  
Knowledge And Skills ◽  
Curriculum Review ◽  
Multiple Focus ◽  
Work Integrated Learning ◽  
Professional Contexts

Graduate employability is a highly contested topic by education providers, employers and governments.  The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.

FIRO-B, Machiavellianism, and Teams

2001 ◽  
Vol 88 (3_suppl) ◽  
pp. 1187-1193 ◽  
Author(s):  
W. D. K. Macrosson ◽  
J. H. Semple
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Curvilinear Relationship ◽  
Correlational Study

A correlational study using the Mach IV and FIRO-B questionnaires examined the attitudes of 120 postgraduate and undergraduate students, the majority of whom had significant work experience. A curvilinear relationship observed between the FIRO-B and Mach IV scales calls into question an aspect of Will Schutz's prescription for interpersonal compatibility.

Expert and Novice Approaches to Reading Mathematical Proofs

2012 ◽  
Vol 43 (4) ◽  
pp. 358-390 ◽  
Author(s):  
Matthew Inglis ◽  
Lara Alcock
Keyword(s):  
Eye Movements ◽  
Mathematics Education ◽  
Undergraduate Students ◽  
Logical Structure ◽  
Surface Features ◽  
Mathematical Proofs ◽  
Proof Validation ◽  
Expert And Novice ◽  
University Level

This article presents a comparison of the proof validation behavior of beginning undergraduate students and research-active mathematicians. Participants' eye movements were recorded as they validated purported proofs. The main findings are that (a) contrary to previous suggestions, mathematicians sometimes appear to disagree about the validity of even short purported proofs; (b) compared with mathematicians, undergraduate students spend proportionately more time focusing on “surface features” of arguments, suggesting that they attend less to logical structure; and (c) compared with undergraduates, mathematicians are more inclined to shift their attention back and forth between consecutive lines of purported proofs, suggesting that they devote more effort to inferring implicit warrants. Pedagogical implications of these results are discussed, taking into account students' apparent difficulties with proof validation and the importance of this activity in both schooland university-level mathematics education.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

Using Hard Times to Teach Business Ethics

2020 ◽  
Vol 17 ◽  
pp. 165-182
Author(s):  
Michael Stodnick ◽  
Nancy Schreiber ◽  
Keyword(s):  
Active Learning ◽  
Business Ethics ◽  
Undergraduate Students ◽  
Real World ◽  
Work Experience ◽  
Liberal Arts ◽  
Classroom Discussions ◽  
Hard Times ◽  
Business Principles ◽  
Business Setting

In this research we employ an inter-disciplinary project that uses active learning theory to help bridge the gap between a university’s extensive liberal arts core and its business program. We believe this project will improve and enrich classroom discussions of the more complex and nuanced issues found in the application of business principles. To redress the fact that many undergraduate students do not have extensive work experience to draw on when discussing the application of business ethics principles, we present a project that uses a classic novel, Hard Times, to improve students’ abilities to contextualize and apply common business ethics frameworks. The project focuses on active learning and non-linear thinking, and aims to immerse the student in a fictional environment that models the complexity of, without being identical to, a real world business setting.

Using Technology in Providing Effective Training

2012 ◽  
pp. 138-153
Author(s):  
Ernest W. Brewer ◽  
Stephen D. Stockton ◽  
Tammi M. Basile
Keyword(s):  
Formative Evaluation ◽  
Training Programs ◽  
Clear Understanding ◽  
Training Methods ◽  
Implementation Phase ◽  
Evaluation Phase ◽  
Effective Training ◽  
Individualized Training ◽  
Learning With Technology ◽  
Goals And Objectives

The key to an organization’s abilities to provide effective training in the 21st century is by infusing technology into their training programs. Before technology infusion can occur, there must be a clear understanding of the dynamics of learning with technology and of the instructional culture of the organization. Developers of effective training programs infuse technology based on four phases—development, integration, implementation, and evaluation. The development phase involves the analysis of the organization, the creation of training goals and objectives, and the design of the training program. The integration phase determines the organization’s technology levels and allows developers and trainers to expedite training methods suitable for particular needs. The implementation phase consists of the actual delivery of the training. The evaluation phase is ongoing through formative evaluation, and it ends with a summative evaluation. Future trends of technology in training show promising models for effective individualized training in virtual environments.

Preparing the Next Generation of Marine Technicians: MATE's At-Sea Internship Program

2018 ◽  
Vol 52 (1) ◽  
pp. 79-87
Author(s):  
Deidre Sullivan ◽  
Nandita Sarkar ◽  
Tami Lunsford
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
State Of The Art ◽  
Advanced Technology ◽  
Gainful Employment ◽  
Art Research ◽  
Technical Professionals ◽  
Research Equipment ◽  
Substantial Effort ◽  
Gain Access

AbstractTraining programs that prepare students for careers in marine technology are few, mainly because it is prohibitively expensive for most programs to offer substantial time at sea working with state-of-the-art research equipment. Students who choose to pursue marine technical careers are often caught in the paradox of not being able to acquire a job without work experience and not being able to get work experience without a job. At-sea technical internships help undergraduate students gain the experience they need for gainful employment in the marine field, and ocean-related employers gain access to qualified technical professionals who can fill their workforce needs.The Marine Advanced Technology Education (MATE) Center's marine technical internship program began in 1999. Since its inception, the program has placed more than 300 students in at-sea and shore-based internship positions. MATE interns work with marine technicians and scientists onboard research vessels, and these experiences provide them with the opportunity to develop their technical, scientific, seamanship, and interpersonal skills. The program makes a substantial effort to recruit students in groups who are traditionally underrepresented in science and technical disciplines.

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