scholarly journals On the formation of soft skills in foreign research

2021 ◽  
pp. 13-17
Author(s):  
Alexandra Andreevna Ivashkova
Keyword(s):  
Professional Education ◽  
Soft Skills ◽  
Radical Change ◽  
Difficult Situation ◽  
Multinational Organizations ◽  
Face To Face ◽  
New Graduates ◽  
Technical Requirements ◽  
Life Problems ◽  
Successful Employment

The article analyzes foreign psychological and pedagogical studies on the problem of the formation of flexible skills in college students. Undoubtedly, today's students are the future employers and employees of the world's most profitable enterprises. The difficult situation in the modern economy shows that it is no longer enough for new graduates to have only knowledge in academic subjects, they are increasingly required to increase the level of additional skills that cannot be obtained in the learning process: creativity, responsibility, communication skills, and many others. For students to stand out as promising assets for multinational organizations, they must invest in the development of what are designated as soft skills. They will increase his prospect of successful employment. Therefore, employers especially value people who have well-developed skills. Soft skills are useful in all areas and are related to emotional intelligence. We could say that soft skills refer to personality traits, social grace, fluency of language, personal habits, friendliness, and optimism. Flexible skills complement the rigid skills that are the technical requirements of the profession. It can also be an important part of an organization, especially if the organization deals with people face-to-face. This study provides an overview of foreign literature devoted to the study of the formation of soft skills. According to most Western scientists, flexible skills are the most important competencies necessary for the successful realization of potential; the professional education system is not ready for the formation of soft skills, as a result, a radical change in educational programs and curricula is required; the formation of soft skills involves the use of modern innovative technologies and the involvement of leading specialists in various fields. Soft skills super-professional skills that help you solve life problems and work with other people. Soft skills can not be learned in a training or course, they are laid down in childhood and develop throughout life.

scholarly journals Calculators as Facilitators of Understanding Computational and Mathematical Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 177-183
Author(s):  
Jan Guncaga ◽  
Lilla Korenova ◽  
Jozef Hvorecky
Keyword(s):  
Soft Skills ◽  
Real Life ◽  
Theoretical Background ◽  
Learning Processes ◽  
Complex Phenomenon ◽  
Learning To Learn ◽  
Life Problems ◽  
The Subject ◽  
The Relationship

AbstractLearning is a complex phenomenon. Contemporary theories of education underline active participation of learners in their learning processes. One of the key arguments supporting this approach is the learner’s simultaneous and unconscious development of their ability of “learning to learn”. This ability belongs to the soft skills highly valued by employers today.For Mathematics Education, it means that teachers have to go beyond making calculations and memorizing formulas. We have to teach the subject in its social context. When the students start understanding the relationship between real-life problems and the role of numbers and formulas for their solutions, their learning becomes a part of their tacit knowledge. Below we explain the theoretical background of our approach and provide examples of such activities.

scholarly journals Perceptions towards Online Counseling among University of Jordan Students

2017 ◽  
Vol 11 (12) ◽  
pp. 68 ◽  
Author(s):  
Adel Tannous
Keyword(s):  
Counseling Services ◽  
Online Counseling ◽  
Online Questionnaire ◽  
Face To Face ◽  
Adequate Information ◽  
Life Problems ◽  
The Face ◽  
University Of Jordan ◽  
High Level ◽  
Use Of Internet

Technology and the use of internet has taken counseling service beyond the face-to-face to online counseling services. Online counseling has been available and widely used as more people are going online. Therefore this research aims to examine the perceptions of University of Jordan students toward online counseling. A sample of 210 respondents were selected to complete online questionnaire that contains two aspects of knowledge about and attitude toward online Counseling. The results of the study indicated that respondents have adequate information about the field of online counseling. However, face to face counseling was not the first preferences for most of the respondents. They have a positive attitude and a high level of preferring toward online counseling, and they believe that online counseling is an essential part of their way to deal with daily life problems. The results also indicated that social media is most effective way that help respondents to get online counseling, and it has tremendous effect on respondent's life. 

Quality higher education drives employability in the Middle East

2018 ◽  
Vol 60 (9) ◽  
pp. 1057-1069 ◽  
Author(s):  
Diane Nauffal ◽  
Jennifer Skulte-Ouaiss
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Labour Market ◽  
Professional Education ◽  
Liberal Arts ◽  
Soft Skills ◽  
Skills Training ◽  
Primary Data ◽  
Special Focus ◽  
Content Type

Purpose The purpose of this paper is to analyse and explain the high rates of employability of one group of Middle East youth by focussing on liberal arts and soft skills education as an integral part of quality higher education. Design/methodology/approach This paper employs the survey research method using questionnaires, focus groups and interviews to understand the labour market dynamics in Lebanon and explore factors that correlate positively with gainful employment with a special focus on the graduates of an institution that emphasises the liberal arts and soft skills training. Findings The paper finds that quality higher education – particularly with a focus on soft skills and internships – boosts the potential of graduates to secure their first jobs after graduation. Research limitations/implications Reliable data on higher education, employability and youth are scarce in Lebanon and the region. The paper is based on one labour market study in Lebanon while seeking to extrapolate to Lebanese youth as a whole as well as reflect on employability and youth in the Middle East region. Practical implications The paper demonstrates support for improving quality in higher education as well as making soft skills training and the liberal arts critical components for increased employability of youth in Lebanon and the Middle East. Originality/value The paper is innovative in its reliance on primary data from a labour market survey as such data are scarce in Lebanon. In addition, advocacy for soft skills training and the liberal arts in the midst of focus on science, technology, engineering and mathematics and other professional education at the university level is rare in the Middle East.

Maritime culture: A sociological perspective

2018 ◽  
Vol 30 (2) ◽  
pp. 302-314 ◽  
Author(s):  
Lydia Carol-Dekker
Keyword(s):  
Cultural Awareness ◽  
Soft Skills ◽  
Primary Source ◽  
Secondary Data ◽  
Cultural Knowledge ◽  
Journal Articles ◽  
Face To Face ◽  
Maritime Culture ◽  
Qualitative Methodologies ◽  
Different Cultures

The aim of this paper is to analyse and discuss the multifaceted cultures within the merchant navy. It is within this multicultural context that the construction of different cultures occur. If maritime managers are to work successfully with their designated ships, and the seafarers working and living aboard these ships, they need to understand that different cultures exist within the industry. The argument put forward is that maritime management needs the necessary soft skills to develop cultural awareness and become culturally sensitive. The primary source of data was drawn from netography and qualitative methodologies. Secondary data was obtained through maritime dissertations, face-to-face interviews, maritime newspaper articles, maritime journal articles and social media. Two main conclusions emerged: firstly, in maritime scholarship there is a lack of research of the existing maritime cultures; and secondly, few maritime companies are aware of how different cultures are integrated. It is significant that healthy cultures within the merchant marine rely on management’s cultural knowledge and their soft skills.

Small Worlds, Material Culture and Ancient Near Eastern Social Networks

2010 ◽  
Author(s):  
Fiona Coward
Keyword(s):  
Social Networks ◽  
Material Culture ◽  
Social Relationships ◽  
Spatial Scales ◽  
Radical Change ◽  
Global Networks ◽  
Near Eastern ◽  
Face To Face ◽  
The Social ◽  
Agricultural Societies

The cognitive, psychological and sociological mechanisms underpinning complex social relationships among small groups are a part of our primate heritage. However, among human groups, relationships persist over much greater temporal and spatial scales, often in the physical absence of one or other of the individuals themselves. This chapter examines how such individual face-to-face social interactions were ‘scaled up’ during human evolution to the regional and global networks characteristic of modern societies. One recent suggestion has been that a radical change in human sociality occurred with the shift to sedentary and agricultural societies in the early Neolithic. The discussion presents the results of a focused study of the long-term development of regional social networks in the Near East, using the distribution of different forms of material culture as a proxy for the social relationships that underpinned processes of trade, exchange and the dissemination of material culture practices.

Pre-Service Teacher Education for the Management of Actual and Virtual Classes

2013 ◽  
pp. 1416-1422
Author(s):  
Ken Stevens
Keyword(s):  
Professional Education ◽  
Newfoundland And Labrador ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Level ◽  
School Environments ◽  
High School Level ◽  
Face To Face ◽  
Virtual Classes ◽  
Pre Service Teacher

The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who are increasingly likely to teach both face-to-face and online. In the Canadian province of Newfoundland and Labrador, pre-service teachers are being prepared for networked school environments within which on-site and online teaching and learning are required. Teachers are provided with a structure within which to manage collaboration that includes learning circles and cybercells. Within networked school environments, virtual classes have been developed for teaching an expanding range of subjects at high school level.

Information Systems Education for the 21st Century

2005 ◽  
pp. 171-202 ◽  
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Information Systems Education for the 21st Century

2011 ◽  
pp. 2791-2816
Author(s):  
Glenn Lowry ◽  
Rodney Turner
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Business Skills ◽  
New Graduates ◽  
Vested Interests ◽  
Research Findings

In this chapter, we consider how information systems educators might revise curriculum content and adopt student-centered/active learning pedagogical approaches to achieve a better fit between the workplace and the university ‘studyplace’. In considering What to Study, numerous research findings suggest a repertoire of ‘soft’ skills that are seen as essential to success for new IS professionals. The research findings discussed in this chapter present evidence that traditional business subjects such as Marketing, Economics, or Finance do not equate to the ‘other’ or soft business skills that employers of IS graduates are seeking in new hires. Soft skills are cultivated elements of professionalism that derive from example, reflection, imitation, and refinement of attitudes, personal capabilities, work habits, and interpersonal skills. Soft skills are seldom taught in dedicated subjects in tertiary information systems curricula. Somehow, the soft areas such as teamwork, communication skills, ability to accept direction, and others are expected to be picked up along the way through an unspecified, osmotic process. Turning to How to Study, a critical and contentious issue is determining the appropriate learning environment to best help new graduates develop soft skills and higher order thinking. Course delivery paradigms may be characterized as traditional, passive ‘teacher-centered learning’ and active ‘student-centered learning’. We argue that student-centered/active learning approaches may be more effective in helping students to cultivate and refine soft skills than those currently in use. The chapter concludes with a discussion of IS curriculum reform issues and strategies for reducing confusion, overcoming tradition and inertia, finding resources, and neutralizing vested interests, to meet the educational needs of students.

Effects of the decline in social capital on college graduates’ soft skills

2018 ◽  
Vol 32 (1) ◽  
pp. 47-56 ◽  
Author(s):  
Sarah Andreas
Keyword(s):  
Social Capital ◽  
Social Learning Theory ◽  
College Graduates ◽  
Soft Skills ◽  
Alternative Hypothesis ◽  
The United States ◽  
Business Environment ◽  
Face To Face ◽  
Recent Graduates ◽  
Recent College Graduates

Both businesses and recent college graduates in the United States attribute the lack of soft skills in recent college graduates to the colleges’ inability to prepare students for the workforce. This article explores the literature on social capital, human capital and social learning theory, offering an alternative hypothesis for why recent graduates are missing soft skills: namely, that it is the decline in social capital that is influencing the graduates’ ability to master those skills. Through the process of building social capital, college students gain the cultural and behavioural information and sensitivity they need to learn soft skills. College graduates are no longer accessing this experience; as a result, businesses and graduates are suffering the consequences of a decline in social capital. Therefore, the results of this study give rise to the hypothesis that the decline in social capital at the macrosocial level is negatively influencing recent college graduates’ formation of soft skills. This may be due to the decrease in building social capital through face-to-face interaction, rather than due to colleges not preparing graduates for success in the business environment.

scholarly journals Decision-making dilemmas of paediatricians: a qualitative study in Japan

BMJ Open ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. e026579
Author(s):  
Momoko Sasazuki ◽  
Yasunari Sakai ◽  
Ryutaro Kira ◽  
Naoko Toda ◽  
Yuko Ichimiya ◽  
...  
Keyword(s):  
Decision Making ◽  
Qualitative Study ◽  
Professional Education ◽  
Best Interests ◽  
Complex Structures ◽  
Social Consensus ◽  
Face To Face ◽  
Life Threatening ◽  
Decision Making Processes ◽  
Five Elements

ObjectiveTo delineate the critical decision-making processes that paediatricians apply when treating children with life-threatening conditions and the psychosocial experience of paediatricians involved in such care.DesignWe conducted semistructured, individual face-to-face interviews for each participant from 2014 to 2015. The content of each interview was subjected to a comprehensive qualitative analysis. The categories of dilemma were extracted from a second-round content analysis.ParticipantsParticipants were board-certified paediatricians with sufficient experience in making decisions in relation to children with severe illnesses or disabilities. We repeated purposive sampling and analyses until we reached saturation of the category data.ResultsWe performed interviews with 15 paediatricians. They each reported both unique and overlapping categories of dilemmas that they encountered when making critical decisions. The dilemmas included five types of causal elements: (1) paediatricians’ convictions; (2) the quest for the best interests of patients; (3) the quest for medically appropriate plans; (4) confronting parents and families and (5) socioenvironmental issues. Dilemmas occurred and developed as conflicting interactions among these five elements. We further categorised these five elements into three principal domains: the decision-maker (decider); consensus making among families, colleagues and society (process) and the consequential output of the decision (consequence).ConclusionsThis is the first qualitative study to demonstrate the framework of paediatricians’ decision-making processes and the complex structures of dilemmas they face. Our data indicate the necessity of establishing and implementing an effective support system for paediatricians, such as structured professional education and arguments for creating social consensus that assist them to reach the best plan for the management of severely ill children.

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