scholarly journals Fostering the employability of business studies graduates

2015 ◽  
Author(s):  
Shairn Hollis-Turner
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Business Administration ◽  
Learning Opportunities ◽  
Delphi Panel ◽  
Corporate Sector ◽  
Business Studies ◽  
Delphi Approach ◽  
Workplace Experience ◽  
Work Integrated Learning

Higher education is under pressure to enhance the employability of graduates by ensuring that they acquire competencies that make them employable in the labour market. This research project investigated the contribution of higher education towards the employability of graduates within a business diploma programme. A Delphi approach was employed with the Delphi panel consisting of three types of professionals – employers within the corporate sector, academics in the field of business studies, and graduates with workplace experience in the corporate sector. Both quantitative and qualitative data were obtained from three rounds of surveys. The findings show that disciplinary knowledge of Information Administration, Business Administration, Communication and Personnel Management, and the simulation of workplace practices as well as work-integrated learning opportunities are significant to enhancing the employability of office administrators and office managers. These findings provided academics with the opportunity to make improvements to the curriculum to foster the employability of the graduates.

“Sustainability of Information” as a New Subject in University Degrees in Business Management and Administration: Reporting of Non-financial Information — Spanish Case

2019 ◽  
Vol 10 (6) ◽  
pp. 501-516
Author(s):  
María Ángela Jiménez Montañés ◽  
◽  
Susana Villaluenga de Gracia
Keyword(s):  
Higher Education ◽  
Business Management ◽  
Real Life ◽  
Business Administration ◽  
Financial Information ◽  
Learning Theories ◽  
National Agency ◽  
Royal Decree ◽  
Eu Directive ◽  
Knowledge Competencies

The implementation of curricula of degree, within the framework of the European space of higher education (EEES) has been a substantial change in University learning. The student spent acquire knowledge, competencies, being considered as “an identifiable and measurable set of knowledge, attitudes, values and skills related that allow satisfactory performance in real-life situations of work, according to the standards used in the occupational area” (Van-der Hofstadt & Gómez, 2013, p. 30). More specifically, we talk about generic skills, which are the cognitive, social, emotional and ethical (initiative, effort with the quality, liability, etc.) of transferable character that constitute “knowledge be” in vocational training of the University; and specific competencies in the various degrees and disciplines, allowing to specify functions and professional profiles to form. The degree of management and business administration, general objective is to train professionals and experts in the knowledge and use of processes, procedures, and practices employed in organizations. This overall objective implies to consider the interrelationships between the different parts of the Organization and its relationship with the environment. Studies administration and business management are aimed at learning theories, models and tools applicable to the processes of decision and management organizations. According to the book white of the title of the degree in economics and business, published by the national agency of evaluation and quality, distinguish between specific objectives in the field of knowledge and specific objectives in the field of competences and skills. Focusing on the latter, and in accordance with the Subject Benchmark Statements of General Business and Management, published by the Quality Assurance Agency for Higher Education in the United Kingdom, the specific objectives in the field of skills and abilities that we focus the work would empower the student to it raise the ethical exercise of the profession, assuming social responsibility in decision-making. In this environment, it is necessary to consider the implementation of the 2014/95/EU Directive on disclosure of non-financial information and information on diversity of certain large companies and certain groups resulted in the publication of the Royal Decree 18/2017, of 24 November, whereby amending the commercial code, the consolidated text of the Capital Companies Act approved by Royal Legislative Decree 1/2010 of 2 July and the law 22/2015, 20 July audit of accounts , in the field of non-financial information and diversity. This new disclosure requirement for companies leads us to consider the need to introduce a transversal subject in the curricula of students in economics and management and business administration studies, in order to acquire the skills necessary in the European Higher Education Area (EHEA), to produce the new business reports.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

AN INDUCTIVELY DERIVED RESEARCH FRAMEWORK FOR STUDENT SATISFACTION IN ODL: THE HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 33-57
Author(s):  
Marry Mdakane ◽  
Christo J. Els ◽  
A. Seugnet Blignaut
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Specific Aspect ◽  
Written Narratives ◽  
Research Framework ◽  
Main Research ◽  
Language Groups ◽  
Education Environment

Student satisfaction, as a key psychological-affective outcome of tertiary education, is a direct measure of the success of Open Distance Learning (ODL). It is therefore vital for ODL Higher Education Institutions to assess and improve student satisfaction constantly. Existing theories on student satisfaction are mostly derived from deductive research, i.e. from research that considers the existing body of knowledge, followed by an investigation of a specific aspect or component, in order to reach a specific conclusion. We, however, maintain the inductive stance that a research framework for student satisfaction in ODL should be derived from students themselves. Accordingly, we purposively collected qualitative data from N=34 South African postgraduate ODL students, representative of various cultural language groups, with regard to student satisfaction. Supported by Atlas.ti, we composed an integrated dataset comprised of students’ responses to two focus-group interviews, as well as students’ written narratives in response to qualitative questions. Through meticulous qualitative data-analysis, we detected data categories, sub-categories, patterns and regularities in the integrated dataset. Theories and findings from the existing corpus of knowledge pertaining to student satisfaction in ODL illuminated our qualitative findings. This paper reports on the knowledge we gained from our participants pertaining to their student satisfaction with the Higher Education (HE) environment, the first of three main research components of an inductively derived research framework for student satisfaction in ODL.

A Novel Thyroid Ultrasound Proficiency Metric Designed Through a Multidisciplinary Delphi Approach

2021 ◽  
pp. 000313482110111
Author(s):  
Yinin Hu ◽  
Alex D. Michaels ◽  
Rachita Khot ◽  
Worthington G. Schenk ◽  
John B. Hanks ◽  
...  
Keyword(s):  
Learning Curves ◽  
Delphi Panel ◽  
Thyroid Ultrasound ◽  
Point Scale ◽  
Image Capture ◽  
Delphi Approach ◽  
Inflection Points ◽  
Operative Planning ◽  
Positioning Technique ◽  
Formally Trained

Background Thyroid ultrasounds extend surgeons’ outpatient capabilities and are essential for operative planning. However, most residents are not formally trained in thyroid ultrasound. The purpose of this study was to create a novel thyroid ultrasound proficiency metric through a collaborative Delphi approach. Methods Clinical faculty experienced in thyroid ultrasound participated on a Delphi panel to design the thyroid Ultrasound Proficiency Scale (UPS-Thyroid). Participants proposed items under the categories of Positioning, Technique, Image Capture, Measurement, and Interpretation. In subsequent rounds, participants voted to retain, revise, or exclude each item. The process continued until all items had greater than 70% consensus for retention. The UPS-Thyroid was pilot tested across 5 surgery residents with moderate ultrasound experience. Learning curves were assessed with cumulative sum. Results Three surgeons and 4 radiologists participated on the Delphi panel. Following 3 iterative Delphi rounds, the panel arrived at >70% consensus to retain 14 items without further revisions or additions. The metric included the following items on a 3-point scale for a maximum of 42 points: Positioning (1 item), Technique (4 items), Image Capture (2 items), Measurement (2 items), and Interpretation (5 items). A pilot group of 5 residents was scored against a proficiency threshold of 36 points. Learning curve inflection points were noted at between 4 to 7 repetitions. Conclusions A multidisciplinary Delphi approach generated consensus for a thyroid ultrasound proficiency metric (UPS-Thyroid). Among surgery residents with moderate ultrasound experience, basic proficiency at thyroid ultrasound is feasible within 10 repetitions.

scholarly journals Classical soloists’ life histories and the music conservatoire

2021 ◽  
pp. 025576142199115
Author(s):  
Tim Palmer ◽  
David Baker
Keyword(s):  
Higher Education ◽  
Life History ◽  
Life Histories ◽  
Qualitative Data ◽  
Classical Music ◽  
Loss Of Autonomy ◽  
Cultural Interest ◽  
Concert Pianist ◽  
Analytic Induction ◽  
Musical Excellence

This article explores the life histories of virtuoso classical music soloists with particular reference to conservatoire provision. Detailed life-history interviews were conducted with six virtuosi between May 2018 and January 2019. These participants were three singers, two cellists and a concert pianist. Resultant qualitative data were stored in an NVivo software database and understood through a process of analytic induction. Key findings spotlight the significance of Higher Education, a connection between broad creative and cultural interest and musical excellence, and a significant role for conservatoires in diversifying their training and easing transition into the career. The soloists also warned of dangers relating to controlling teachers, loss of autonomy and a need to convey their career realities to students.

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