scholarly journals Stakeholder perception of student employability: Does the duration, type and location of work experience matter?

2018 ◽  
Author(s):  
Amy Irwin ◽  
Emily Nordmann ◽  
Karrell Simms
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Qualitative Data ◽  
Multiple Strategies ◽  
Stakeholder Perception ◽  
Internship Experience ◽  
Main Effect ◽  
Different Types ◽  
High Level ◽  
Job Role

Student employability is a key aspect of higher education, with multiple strategies utilised by Higher Education Institutions in an effort to support the employability of their graduates. Despite this little work has been done to examine, and compare, different types of work experience. To advise students appropriately it’s important to understand the factors that might influence the perceived value of work experience. The current study investigated three aspects of work experience: type (internship or volunteer role), location (extra- or co-curricular) and duration (six months or two years), and compared stakeholder (student, academic, employer) perception of work experience. The study utilised an experimental vignette design, presenting 175 participants (62 students, 57 employers, 56 academics) with CV excerpts that varied according to the variables of interest. Quantitative and qualitative items were also presented to explore perceptions of work experience. The results indicate that extracurricular experience was viewed more favourably by all stakeholders. The type of experience was also an influence, with internships viewed more positively when the job role was a high level graduate role (research assistant). The duration of experience did not produce a main effect. There were no significant differences in stakeholder perception of work experience. The qualitative data indicated that the relevancy of both experience and degree topic was important for employability, along with interpersonal and professional skills. These findings may support educators in providing students with advice regarding their activities outside the classroom, with a particular emphasis on extracurricular and internship experience, tied to student career aspirations, recommended.

Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diana van Dijk
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Vocational Education ◽  
Work Experience ◽  
Qualitative Data ◽  
Content Type ◽  
Dual Program ◽  
Work Related ◽  
Highly Skilled ◽  
Employment Integration

PurposeRefugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in the Netherlands and have a Dutch diploma. These are the factors that are decisive for successful employment integration.Design/methodology/approachThis explorative study aimed to get insights into the participants' views and experiences with the dual program. A qualitative design has, therefore, been chosen. This article is based on 20 in-depth interviews with refugee-students. The transcribed qualitative data were systematically analyzed using ATLAS.ti 8 qualitative data analysis software.FindingsOverall, students were positive about the opportunity to study further and to work simultaneously. They valued the close connection with employers, learned new skills, improved their (vocational) language, and it gave them professional prospects that fit their ambitions. Based on the experiences of students, it seems that the dual program enhances work-related capabilities. However, the University should make more use of existing professional knowledge and experiences. Recognition of prior learning is crucial for employment integration but also contributes to a sense of inclusion.Originality/valueHigher VET dual programs for highly-skilled refugees are innovative and can contribute to their integration into the labor market. The associate degree is a recognized diploma between higher education and secondary vocational education.

scholarly journals Teaching Digital Sustainability in Higher Education from a Transdisciplinary Perspective

2021 ◽  
Vol 13 (21) ◽  
pp. 12039
Author(s):  
Thomas J. Lampoltshammer ◽  
Valerie Albrecht ◽  
Corinna Raith
Keyword(s):  
Higher Education ◽  
Work Experience ◽  
Professional Training ◽  
Educational Institutions ◽  
Digital Products ◽  
Sustainable Solutions ◽  
Societal Challenges ◽  
Sustainability In Higher Education ◽  
High Level ◽  
Contemporary Education

Sustainability is gaining importance in society, government, and the economy, particularly during today’s rapidly changing environment, due to digitalization and digital transformation. Awareness, as well as systematic and critical thinking, are crucial to address the great societal challenges postulated within the SDGs, and thus should be reflected in contemporary education. Consequently, higher educational institutions face a high level of responsibility to prepare their students properly. Postgraduate programmes for professional training, in particular, have great potential, as the in-depth work experience of students can be leveraged to engage with them as co-leaders towards sustainable solutions in the digital age, from a transdisciplinary perspective. Thus, this paper introduces a teaching framework for digital sustainability in higher education under the light of transdisciplinarity. The framework and its inherent methods are discussed, followed by an exploratory analysis, covering the experiences of over 100 students over the course of two years in a postgraduate master’s programme. We present the results of the students’ learning and ideation process towards digital products/services to tackle challenges within the SDGs. In addition, we provide a critical reflection of prerequisites for teaching the framework, challenges experienced during teaching, and potential solutions, as well as ideas towards the future expansion of the framework.

Examining Different Types of Work Experience on Expatriate Longitudinal Performance

2005 ◽  
Author(s):  
Mo Wang ◽  
Milton Hakel ◽  
L. Jean Whinghter ◽  
Fangyi Liao ◽  
Jing Liang
Keyword(s):  
Work Experience ◽  
Different Types

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.

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.

Using Histological and Chemical Methods for Detection of Unauthorized Tissues Addition in Emulsion Type Meat Product

2020 ◽  
Keyword(s):  
Vascular Tissue ◽  
Meat Product ◽  
Calcium Content ◽  
Processed Meat ◽  
Low Protein ◽  
Significant Difference ◽  
Different Types ◽  
Plant Stem ◽  
High Level ◽  
Reliable Methods

Total twenty different processed meat plant producing emulsion type sausage were histologically and chemically examined for detection of adulteration with unauthorized tissues. Results revealed that samples were adulterated with different types of animal tissues included; hyaline cartilage, tendon, spongy bone, peripheral nerve trunk, basophilic matrix, lymphatic tissue, fascia, fibrocartilage and vascular tissue. Moreover, these samples were adulterated Also, adulterated with plant tissue included; plant stem, leaves and root. Chemical analysis showed a significant difference in their chemical composition (moisture, fat, protein, ash and calcium) content. Moisture and fat content varied around the permissible limit of E.S.S. while low protein, high ash and calcium content was detected in the examined samples. Therefore, Histological and chemical examinations can be used as reliable methods to detect adultration using unauthorized addition of both animal and plant tissues in processed meat product samples which revealed a high level of falsification.

Gathering Evidence: The Basics

2018 ◽  
Author(s):  
Jacqueline M. Dewar
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Numerical Data ◽  
Scholarship Of Teaching ◽  
What Works ◽  
Starting Point ◽  
Different Types ◽  
Gathering Data

Chapter 4 provides an introduction to gathering data for scholarship of teaching and learning (SoTL) investigations, including the importance of triangulation, that is, collecting several different types of evidence. Examples are given of typical kinds of quantitative (numerical) and qualitative (non-numerical) data that might be used in a SoTL study. That quantitative and qualitative data are more closely related than it might seem at first is discussed. The taxonomy of SoTL questions—What works? What is? What could be?—provides a starting point for considering what type of data to collect. Suggestions are offered for ways to design assignments so that the coursework students produce can also serve as evidence, something that benefits both students and their instructor.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

scholarly journals AB0564 RHEUMATOLOGISTS’ VIEWS AND EXPERIENCES IN MANAGING PsA PATIENTS BASED ON TREATING TO TARGET STRATEGY: A CROSS-SECTIONAL STUDY IN CHINA

2021 ◽  
Vol 80 (Suppl 1) ◽  
pp. 1318.2-1319
Author(s):  
L. Xu ◽  
Z. Wang ◽  
J. Xue ◽  
M. Bai ◽  
H. Zhong ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Psoriatic Arthritis ◽  
Disease Activity ◽  
Western Medicine ◽  
Work Experience ◽  
Tertiary Hospital ◽  
Treat To Target ◽  
Cross Sectional ◽  
Activity Assessment ◽  
High Level

Background:Psoriatic arthritis (PsA) is a chronic inflammatory arthritis with progressive, erosive destruction associated with functional impairment. Principles of treat-to-target (T2T) have been widely used in rheumatoid arthritis, which has powerfully improved patient outcomes. In 2017, the concept of T2T has proposed to apply in PsA patients. However, the awareness and implementation of evidence-based T2T treatment guidelines varies across different geographical regions of China, hospital grades, professional status and specialities.Objectives:The study aimed to investigate Rheumatologists’ views and experiences in managing PsA patients with T2T strategy in china.Methods:A cross-sectional questionnaire survey of Rheumatologists in China from 5 August to 15 August 2020 was conducted for this study. Rheumatologists were contacted by WeChat (a Chinese cell/web app) and asked to complete a web-based questionnaire anonymously. The electronic questionnaire was sent out by the internet platform of WenJuanXing via WeChat (https://www.wjx.cn/). The questionnaire was designed to collect: (a) demographic information; (b) patient management in clinical practice for Rheumatologists; (c) familiarity and application of T2T strategy in Rheumatologists. P values ≤0.05 were considered significant.Results:(1) A total of 823 rheumatologists (69.87% female, 30.13% male) provided valid answers to the questionnaire. 71.09% of the participants major in Modern Western Medicine, 28.91% major in traditional chinese medicine. A total of 75.94% worked in Grade-A Tertiary Hospital. A total of 52.73% had more than 10 years of work experience and 63.55% had High-level title. (2) More than half of the patients were followed up by 69% Rheumatologists in their daily practice. The proportion of follow-up patients increased powerfully in the group of Rheumatologists who major in Modern Western Medicine (P=0.014), work in Grade-A Tertiary Hospital (P<0.001), have more than 10 years of work experience (P<0.001) and High-level title (P<0.001). (3) 36.45% Rheumatologist thought the frequency for patient disease activity assessment was every 1 month and 53.1% was every 3 months. And 41.7% Rheumatologist prefer to use PASDAS for disease activity criteria, and only 3.6% choose MDA. (4) A total of 62.43% thought they were familiar with T2T strategy, and 83.6% Rheumatologists applied T2T strategy in clinical practice. Among 135 Rheumatologists who did not apply T2T strategy, 62.2% of Rheumatologists thought that the main barrier to T2T application was that they did not fully understand the strategy. The frequency of application of T2T strategy in clinical practice was significantly different between Rheumatologists who major in Modern Western Medicine (60.75%) and traditional chinese medicine (22.84%) (P=0.023).Conclusion:In china, the management of PsA patients need to be standardized to improve patient outcomes. And the promotion of T2T strategy in PsA need to be further strengthened.References:[1]Smolen JS, Schöls M, Braun J,et al. Treating axial spondyloarthritis and peripheral spondyloarthritis, especially psoriatic arthritis, to target: 2017 update of recommendations by an international task force. Ann Rheum Dis. 2018 Jan;77(1):3-17.[2]Tucker LJ, Ye W, Coates LC. Novel Concepts in Psoriatic Arthritis Management: Can We Treat to Target? Curr Rheumatol Rep. 2018 Sep 18;20(11):71.[3]Coates LC, Helliwell PS. Treating to target in psoriatic arthritis: how to implement in clinical practice. Ann Rheum Dis. 2016;75(4):640-643.Figure 1A. Rheumatologist priority of frequency for patient follow-up in different disease status. B. Rheumatologist priority of frequency for patient disease activity assessment in clinical practice. C. Rheumatologist priority of disease activity criteria for PsA patients.Disclosure of Interests:None declared.

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