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.

scholarly journals Effect of COVID-19 pandemic on perceptions and career goals of undergraduate tourism students in Ecuador

Ciencia Unemi ◽  
2021 ◽  
Vol 14 (37) ◽  
pp. 15-28
Author(s):  
Maria José Ortiz Zurita ◽  
Lluís Coromina Soler
Keyword(s):  
Higher Education ◽  
Tourism Industry ◽  
Quantitative Approach ◽  
Career Goals ◽  
Tourist Destinations ◽  
Professional Goals ◽  
Short And Long Term ◽  
Professional Perceptions

This paper explored the perceptions and career goals of undergraduate tourism students, before and during the pandemic COVID-19, in the Universidad Estatal de Milagro, in Milagro, Ecuador. The study is based on a quantitative approach. The sample is made up of 207 students during 2018 (before the COVID-19 pandemic) and 161 students in 2020 (during COVID-19). The questionnaire included questions about professional perceptions and questions about the professional goals that students have in the short and long term. Finally, perceptions exclusively related to COVID-19 were measured.  The results showed that the vast majority of the students are highly motivated and committed to pursue a career in the tourism industry. A high percentage of the participants expressed their desire to do a Tourism master degree and undertake their own tourism businesses, despite the uncertainty now generated by COVID-19. The findings also reaffirmed the importance of guiding improvements on tourism higher education and tourism industry, with the aim of ensuring the quality of the tourist services, with highly skilled professionals, especially in emerging tourist destinations as Ecuador.

Entrepreneurial Work-Integrated Learning

2021 ◽  
pp. 119-136
Author(s):  
Alon Eisenstein ◽  
Neta Raz
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Job Security ◽  
Integrated Learning ◽  
Gen Y ◽  
The World ◽  
Work Integrated Learning

After decades of decreasing long-term job security and ongoing global economic crises, attention on and interest in entrepreneurship have significantly increased among Gen Y and Gen Z students in higher education institutions around the world. The pedagogical potential of work-integrated learning (WIL) and the increased offering of entrepreneurship programs in higher education intersect in a field referred to as entrepreneurial WIL (EWIL). This field, where WIL pedagogy is applied to deliver the learning outcomes of entrepreneurship education, is discussed here. The unique features and associated challenges that EWIL presents, particularly when compared with traditional forms of WIL experiences, are also examined, from the framework of a case study conducted on an internship-based course offered in a Canadian university. This chapter contributes to an understanding of the various factors that should be considered when developing novel EWIL programs in higher education institutions.

Knowledge Management Trends

2011 ◽  
pp. 3475-3483 ◽  
Author(s):  
Lisa A. Petrides ◽  
Lilly Ngyuen
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Information Transfer ◽  
Higher Education Institutions ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Business Sector ◽  
The Impact ◽  
Systemwide Change

While the pressure of public accountability has placed increasing pressure on higher education institutions to provide information regarding critical outcomes, this chapter describes how knowledge management (KM) can be used by educational institutions to gain a more comprehensive, integrative, and reflexive understanding of the impact of information on their organizations. The practice of KM, initially derived from theory and practice in the business sector, has typically been used to address isolated data and information transfer, rather than actual systemwide change. However, higher education institutions should not simply appropriate KM strategies and practices as they have appeared in the business sector. Instead, higher education institutions should use KM to focus on long-term, organization-wide strategies.

Graduates’ employability

2016 ◽  
Vol 30 (5) ◽  
pp. 321-326 ◽  
Author(s):  
Kyriaki Matsouka ◽  
Dimitrios M. Mihail
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Labour Market ◽  
Human Resource ◽  
Soft Skills ◽  
Personal Attributes ◽  
University Graduates ◽  
Human Resource Managers ◽  
Hard Skills ◽  
Resource Managers

The purpose of this article is to investigate the views of university graduates and human resource managers (HRMs) on graduates’ employability in terms of the soft skills required by the labour market. Soft skills (personal attributes that enhance an individual’s interactions, job performance and career prospects) are necessary in the labour market in addition to hard skills (professional knowledge, tools or techniques). In this study, 178 graduates from the Aristotle University of Thessaloniki and 29 HRMs from Greek companies took part. The research tool was a questionnaire exploring participants’ views on the demand for soft skills as a decisive factor in employability. The findings identify differences between the views of the graduates and the HRMs. The graduates tended to overestimate themselves, while the employers argued that graduates lacked the necessary skills. The findings are discussed in relation to the changes needed in higher education institutions and the importance of appropriate interaction and collaboration between companies and universities.

The use of social media by higher education institutions

2020 ◽  
Vol 65 (2) ◽  
pp. 30-42
Author(s):  
Jacek Maślankowski ◽  
Łukasz Brzezicki
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Big Data ◽  
Competitive Advantage ◽  
Full Advantage ◽  
Higher Education Institutions ◽  
Marketing Activities ◽  
Use Of Social Media ◽  
Marketing Methods

Higher education institutions have been using, to an increasing extent, various marketing methods and tools, which are becoming a decisive factor in building their competitive advantage and achieving success. In order to initiate and maintain long-term relationships with their communities and to conduct other marketing activities, higher education institutions have been increasingly often using social media, which has enabled them to actively create their image. The aim of this study is to utilize big data methods and tools to measure the scale of the use of social media by the higher education sector. The research carried out in the first quarter of 2019 demonstrates that large higher education institutions, i.e. those with over 1696 students (according to the adopted classification), use social media to communicate current news to a larger extent than the smaller ones. A significantly smaller percentage of mediumsized higher education institutions (223-1695 students) and small ones (up to 222 students) have accounts in social media, thus failing to take full advantage of the potential of these media. Higher education institutions use social media mainly to promote events they organise.

Uses and Abuses of Ranking in University Strategic Planning

2017 ◽  
pp. 232-251
Author(s):  
Zaw Wint ◽  
Kevin Downing
Keyword(s):  
Higher Education ◽  
Strategic Planning ◽  
Higher Education Institutions ◽  
Substantial Influence ◽  
Ranking Systems ◽  
The World ◽  
Short And Long Term ◽  
National Boundaries ◽  
World Ranking

The ranking of higher education institutions is a growing phenomenon around the world, with ranking systems in place in more than 40 countries. The emergence of world ranking systems that compare higher education institutions across national boundaries and the proliferation of these since the past decade, are indeed a reality now, and are already exerting substantial influence on both short and long term developments of higher education institutions. Rankings are being used by a variety of stakeholders for different purposes. Rankings are no doubt, useful for fostering institutional strategic planning and management, and their communication externally as well as their own institutional community and the national interest.

Involving Postgraduates in University—Industry Partnerships

1994 ◽  
Vol 8 (4) ◽  
pp. 215-222 ◽  
Author(s):  
Margaret Powles
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Policy Context ◽  
Satisfaction With Supervision ◽  
Industry Partnerships ◽  
Research Students ◽  
Government Initiative ◽  
Industry Needs ◽  
University Industry

The Australian Postgraduate Awards (Industry) Scheme is a government initiative in its fourth year of operation. Its objectives are to build a long-term relationship between higher education institutions and industry through research undertaken by PhD and Masters research students on projects related to industry needs, and to prepare high-calibre students for industry and/or research. This article puts the Scheme in its policy context, and summarizes the major findings from surveys of the participants – the academic and industry partners, and the students themselves. Their views are presented on: the Scheme's capacity to stimulate new linkages; its benefits and the constraints; facilities and resources on campus and company sites; and satisfaction with supervision arrangements under the partnership.

Religiosity and students’ examination cheating: evidence from Ghana

2018 ◽  
Vol 32 (6) ◽  
pp. 1156-1172 ◽  
Author(s):  
Christopher Mensah ◽  
Edem M. Azila-Gbettor
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Misconduct ◽  
Additional Contribution ◽  
Religious Groups ◽  
Cross Sectional ◽  
Content Type ◽  
Analytical Tools ◽  
The Relationship

Purpose Academic misconduct has become an albatross on the management of higher education institutions with long-term ramification on developmental agenda of countries. The purpose of this paper is to examine the association between religiousness of students and examination cheating tendencies. Further, this paper explored the cheating methods, reasons for cheating and the relationship between perception of peer cheating and examination cheating propensity among students in Ghana. Design/methodology/approach A cross-sectional research design was adopted for the study using questionnaires to collect data from 355 students in a three-year higher national diploma awarding technical university in Ghana. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were the main data analytical tools. Findings Results of the study revealed that “fear of failure” was the leading reason driving students’ examination cheating behaviours. Perception of peer cheating was related to levels of self-reported cheating whereas religious inclination of students was uncorrelated with the self-reported cheating behaviour of students. Practical implications The findings of the study provide implication for management of higher education institutions. The academic counselling unit of higher education institutions should work to dispel students’ overly sensitivity to end-of-semester examinations. Teachings of religious groups should highlight examination cheating as constituting violations of religious values and norms. Originality/value This paper is one of the pioneers of examination cheating and religiosity relationship in Ghana’s higher education settings. This study makes an additional contribution to the literature on the religiosity examination cheating nexus.

scholarly journals INSTITUTIONAL STRATEGIES TO INCREASE EMI QUANTITY AND QUALITY IN RUSSIAN HIGHER EDUCATION INSTITUTIONS: COMPARATIVE ANALYSIS

2021 ◽  
pp. 149
Author(s):  
Elena Belyaeva ◽  
Michael Freese
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Higher Education Institutions ◽  
National Level ◽  
University Partnerships ◽  
Russian Higher Education ◽  
Institutional Strategies ◽  
To Come

The article starts by examining the reasons behind the relatively recent growth of English as a medium of instruction (EMI) in Russian higher education institutions, from internationalization to more altruistic motives. While internationalization in Russia has recently been facilitated through a top-down approach at a national level, the quantity and quality of courses and programs taught in English are the responsibility of Russian universities and are primarily managed at an institutional level. Russian higher education institutions (HEIs) have been employing several strategies such as international recruiting, long-term university partnerships and faculty development. The authors take a closer look at each strategy, assessing its strengths and weaknesses, and illustrating it with some examples. Comparative analysis of the strategies under scrutiny allows to highlight more effective ones which are likely to positively impact the quantity and quality of EMI in Russian higher education in the years to come. 

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