scholarly journals Employability themes for economic recovery

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Helen Kofler
Keyword(s):  
Teaching And Learning ◽  
Economic Recovery ◽  
Employability Skills ◽  
Skills Development ◽  
Workplace Change ◽  
Current Context ◽  
Working Practices ◽  
The University ◽  
Working World

As part of the University of Greenwich SHIFT 2021 conference on teaching and learning, I led a discussion workshop called ‘Employability themes for economic recovery’ in which delegates considered economic recovery after the COVID-19 pandemic, the inevitable changes in working practices and, consequently, the changes’ influence upon student employability skills development. In this article, I reflect both on the current context of significant workplace change across the globe and how we as educators should respond if we are to skill students for this new working world.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

scholarly journals Integrating academic skills and employability - final

2020 ◽  
Vol 8 (1) ◽  
pp. 115-120
Author(s):  
Mario Menz
Keyword(s):  
Teaching And Learning ◽  
Academic Skills ◽  
Employability Skills ◽  
Skills Development ◽  
Extensive Literature ◽  
Scholarship Of Teaching ◽  
Academic Literature ◽  
Professional Success ◽  
The World ◽  
The One

Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and scepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development on student’s success at university and illustrates the link between academic skills, employability and professional success.The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21stcentury knowledge economy and invites universities to enhance their curriculum with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development based on the existing academic literature around the Scholarship of Teaching and Learning as well as research into employability skills.The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linkingacademic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners.

scholarly journals Integrating Academic Skills and Employability - Revisiting the Learning Journal

2020 ◽  
Vol 4 (2) ◽  
pp. 5-17
Author(s):  
Menz Mario
Keyword(s):  
Teaching And Learning ◽  
Academic Skills ◽  
Academic Disciplines ◽  
Employability Skills ◽  
Skills Development ◽  
Extensive Literature ◽  
Professional Success ◽  
Business Degrees ◽  
The One ◽  
Students Success

Across the world, universities are more numerous today than at any other time in history, yet at the same time there is unparalleled confusion about their purpose and skepticism about their value. Based on an extensive literature review, a survey of the academic landscape and discussions with academics as well as employers, this reflective piece highlights the importance of academic skills development with regard to students’ success at university, and illustrates the link between academic skills, employability and professional success. The article was prompted by the current discussion around universities’ struggle to provide students with the necessary skills to succeed after graduation. The article argues that the differentiation between academic skills on the one hand and employability skills on the other is no longer relevant or appropriate in the 21st century knowledge economy, and invites universities to enhance their curricula with additional, mandatory skills development modules. It provides an innovative suggestion on how to link academic skills and employability in curriculum development, based on the existing academic literature around the scholarship of teaching and learning, as well as research into employability skills. The importance of academic skills on students’ professional success can never be overstated. The article offers an innovative approach to linking academic skills, employability and professional success. It adds fuel to the discussion around employability from the perspective of industry practitioners. While this paper has been written specifically with undergraduate business degrees in mind, the principles and practices it outlines can also be applied to other academic disciplines.

scholarly journals A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts

2019 ◽  
Vol 10 (2) ◽  
pp. 86-103 ◽  
Author(s):  
Julia Choate ◽  
Maria Demaria ◽  
Michelle Etheve ◽  
Sandy Cran ◽  
David Carroll
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Development Program ◽  
Professional Development Program ◽  
Employability Skills ◽  
Biomedical Science ◽  
Skills Development ◽  
Science Degree ◽  
Career Options ◽  
The University

 Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Hindrance to the Integration of e-learning Adoption in Nigerian Universities

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 21-28
Author(s):  
Abasiama G. Akpan ◽  
Chris Eriye Tralagba
Keyword(s):  
Teaching And Learning ◽  
Case Study Research ◽  
University Education ◽  
Learning Approach ◽  
University System ◽  
Electronic Learning ◽  
E Learning ◽  
Nigerian University ◽  
The University

Electronic learning or online learning is a part of recent education which is dramatically used in universities all over the world. As well as the use and integration of e-learning is at the crucial stage in all developing countries. It is the most significant part of education that enhances and improves the educational system. This paper is to examine the hindrances that influence e-learning in Nigerian university system. In order to have an inclusive research, a case study research was performed in Evangel University, Akaeze, southeast of Nigeria. The paper demonstrates similar hindrances on country side. This research is a blend of questionnaires and interviews, the questionnaires was distributed to lecturers and an interview was conducted with management and information technology unit. Research had shown the use of e-learning in university education which has influenced effectively and efficiently the education system and that the University education in Nigeria is at the crucial stage of e-learning. Hence, some of the hindrances are avoiding unbeaten integration of e-learning. The aim of this research is to unravel the barriers that impede the integration of e-learning in universities in Nigeria. Nevertheless, e-learning has modified the teaching and learning approach but integration is faced with many challenges in Nigerian University.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Shared strategic reflection process by a higher education institution: A case study

2021 ◽  
pp. 089202062110309
Author(s):  
María García-Feijoo ◽  
Leire Alcaniz ◽  
Almudena Eizaguirre
Keyword(s):  
Teaching And Learning ◽  
Business Schools ◽  
Education Institution ◽  
Theory U ◽  
Case Study Methodology ◽  
Process Implementation ◽  
Planning Models ◽  
Challenging Environment ◽  
The University

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

scholarly journals A paradigm shift: Adoption of disruptive learning innovations in an ODL environment: The case of the University of South Africa

2015 ◽  
Vol 16 (3) ◽  
Author(s):  
Blessing Mbatha
Keyword(s):  
Paradigm Shift ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Transactional Distance ◽  
Focus Group Interviews ◽  
Disruptive Innovations ◽  
Different Types ◽  
Group Interviews ◽  
Axial Coding ◽  
The University

<p class="norm">The aim of this article is to shed some light on patterns of and major motives for the adoption of different types of disruptive learning innovations by Unisa academics. To realise the aim of the study, the following questions were addressed: What are the reasons for adopting disruptive learning innovations? What is the level of interaction with disruptive innovations? What training do Unisa academics require on disruptive innovations? A qualitative approach was adopted by conducting focus group interviews with 76 Unisa academics. The data was analysed using open and axial coding, where dominant themes from the discussions were identified and discussed in detail. The findings show that the interaction of Unisa lecturers with different technologies varied from technology to technology. The study also found that disruptive innovations play a pivotal role in opening avenues and collapsing the transactional distance in an ODL institution. Some lecturers lack skill in using some technology, which is a cause for concern. Therefore, lecturers need to be trained in using technology and develop a good understanding of it to improve teaching and learning.</p>

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

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