Using the Collegiate Learning Assessment to Address the College-to-Career Space

2016 ◽  
pp. 230-260
Author(s):  
Doris Zahner ◽  
Zachary Kornhauser ◽  
Roger W. Benjamin ◽  
Raffaela Wolf ◽  
Jeffrey T. Steedle
Keyword(s):  
Higher Education ◽  
Market Failure ◽  
College Graduates ◽  
Assessment Tool ◽  
Career Readiness ◽  
Learning Assessment ◽  
Highly Qualified ◽  
Matching Problem ◽  
Cost Of Education ◽  
Collegiate Learning Assessment

Issues in higher education, such as the rising cost of education, career readiness, and increases in the achievement gap have led to a movement toward accountability in higher education. This chapter addresses the issues related to career readiness by highlighting an assessment tool, the Collegiate Learning Assessment (CLA), through two case studies. The first examines the college-to-career space by comparing different alternatives for predicting college success as measured by college GPA. The second addresses an identified market failure of highly qualified college graduates being overlooked for employment due to a matching problem. The chapter concludes with a proposal for a solution to this problem, namely a matching system.

An Evaluation by Student and Academic Affairs Professionals of Programs That Support Career Readiness and Meet Employer Expectations

2020 ◽  
pp. 77-94
Author(s):  
Teresa E. Simpson ◽  
Michael R. Wilkinson
Keyword(s):  
Higher Education ◽  
College Graduates ◽  
Higher Education Institutions ◽  
Career Readiness ◽  
Academic Affairs ◽  
Career Goals ◽  
Human Resource Managers ◽  
Specific Field ◽  
Resource Managers

Higher education institutions are concerned about graduates getting good jobs because it is an outcome expected by students, it contributes to a positive image of the institution, and it can help provide accountability for institutional programs. Institutions have become more concerned with meeting students' expectations about their college experience and related career goals and facing increasing pressure to demonstrate the value of programs and services offered. Through extensive research between higher education, the Society for Human Resource Managers and employers both domestic and international are able to show that employers endorse learning outcomes for college graduates that are developed through a blend of liberal and experiential curriculum. Employers believe that colleges can best prepare graduates for long-term career success by helping them develop both a broad range of skills and knowledge and in-depth skills and knowledge in a specific field or major.

The interaction of higher education system with the labor market: A study of the labor market in the regions of the Volga Federal District

2020 ◽  
Vol 26 (2) ◽  
pp. 456-480
Author(s):  
R.B. Galeeva
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Federal District ◽  
Highly Qualified ◽  
Expert Survey ◽  
Higher Education System ◽  
Qualified Personnel ◽  
The Republic ◽  
The One

Subject .This article discusses the need to bring into line with the future activities of specialists the content of their preparation, the formation of a system model of higher education, which takes into account today's and prospective requirements of the labor market. Objectives. The article aims to research the labor market in four regions of the Volga Federal District of the Russian Federation: the Republic of Tatarstan, Mari El Republic, Chuvash Republic, and the Ulyanovsk oblast, as well as discuss problems and prospects of interaction of universities with enterprises and organizations of these regions. Methods. For the study, I used the methods of logical and statistical analyses, and in-depth expert survey. Results. The article analyzes the state of regional labor markets, presents the results of the expert survey of labor market representatives and heads of the regional education system, and it defines possible ways of harmonizing the interaction of universities with the labor market. Conclusions. The article notes that although the number of employed with higher education is growing, at the same time there is a shortage of highly qualified personnel in certain professions, on the one hand, and unskilled workers, on the other. Also, the article says that the universities do not prepare the necessary for the regions specialists in a number of professions or they provide a set of competencies different from the requirements of the labor market, so it is necessary to form and develop effective directions of cooperation between educational institutions and employers.

EMPLOYEE RETENTION IN A HIGHER EDUCATION INSTITUTION: AN ORGANISATIONAL DEVELOPMENT PERSPECTIVE

2015 ◽  
Vol 37 (2) ◽  
pp. 33-63 ◽  
Author(s):  
B J Erasmus ◽  
A Grobler ◽  
M Van Niekerk
Keyword(s):  
Higher Education ◽  
Employee Turnover ◽  
Intent To Stay ◽  
Education Institution ◽  
Cross Sectional Study ◽  
Highly Qualified ◽  
Cross Sectional ◽  
High Performing ◽  
Organisational Climate ◽  
Talent Retention

Talent retention and employee turnover are major concerns for higher education institutions (HEIs) because they are losing highly qualified staff to the private sector and to other HEIs that are able to offer better rewards and benefits. The turnover of talented staff is therefore a major concern for the institution under investigation. The retention and voluntary turnover decisions among a workforce of 4 651 employees was thus investigated. A quantitative cross-sectional study was conducted by means of the objective analysis of organisational data in combination with the structured questionnaire (organisational climate survey). Descriptive and inferential statistics were applied to analyse the data across demographic groups, including age, employment category (academic as well as professional and support), etc. The results indicated that the institution’s turnover rate was acceptable (4.34%) and that dysfunctional turnover was marginal because employees with below-standard performance ratings had voluntarily resigned. Positive correlations and significant beta (b) values were reported between Organisational citizenship, Leadership, My manager and Compensation and the employees’ intent to stay in or to leave the organisation. These organisational climate factors were found to explain approximately 30 per cent of the variance in the employees’ intent to stay in or to leave the organisation. The article recommends that a talent retention tool be developed. In addition, it contributes to the literature on retention and turnover of high-performing employees, as it underscores the importance of measuring employee turnover

Determination of criteria for assessing the quality of training future specialists for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludmila Sokorutova ◽  
Natalia Prodanova ◽  
Inna Ponomareva ◽  
Oleg Volodin
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Personal Development ◽  
Full Time ◽  
Highly Qualified ◽  
Content Type ◽  
Survey Results ◽  
Professional Employee ◽  
Professional Fields

PurposeThe most important problem for higher education in the post-COVID period is the production of highly qualified specialists for the labor market. The purpose of this study is to determine effective criteria for assessing the quality of training of future specialists and the adequacy of their readiness to solve real problems of the future specialty.Design/methodology/approachA study was carried out among students in order to determine some of the most important characteristics of them as future specialists. Based on the survey results, non-academic indicators were identified that participants perceive as significant for a highly professional employee. The empirical study included 300 undergraduate students from four universities (66% women and 34% men aged 20–21). All participants represent full-time training.FindingsThe survey showed that the participants identified the ability to learn and personal development as the most significant personal qualities.Originality/valueMany criteria for assessing the quality of training of specialists in different professional fields have not been precisely defined. Several ways of solving this problem can be proposed: developing criteria for assessing quality in hiring; revising the methods of work of universities; presenting to students the criteria for development in the profession or adopting international criteria for assessing pedagogical quality.

Support and Recognition for Workplace Learning

1991 ◽  
Vol 5 (4) ◽  
pp. 201-208
Author(s):  
Lois Lamdin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workplace Learning ◽  
Growth And Development ◽  
Learning Assessment ◽  
Development Programs ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
The Usa

In this article, Lois Lamdin reviews current perceptions of ‘employability’ in the USA, the kind and extent of training sponsored by industry, and the difficulties perceived by industry in interacting with higher education in relation to training. She stresses the importance of recognizing the workplace as learning place, discusses the development and benefits of prior learning assessment, and sets out the importance of establishing a national credentialling system for the workforce, taking into account the variety of academic and non-academic ways learning is achieved. Finally, she describes the existing work of the Employee Growth and Development Programs of the Council for Adult and Experiential Learning, which demonstrate how business, unions, government, and higher education can work together to help respond to the crucial challenge of training and retraining a national workforce.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

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