Preparing Gen Y and Z for the Future of Work Through Co-operative Education

2021 ◽  
pp. 94-118
Author(s):  
T. Judene Pretti ◽  
Norah McRae
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Gen Y ◽  
Future Of Work ◽  
The Future ◽  
Work Integrated Learning ◽  
The University ◽  
Future Work ◽  
Support Students

There are many predicted changes for the future of work. These changes will have significant implications for the type of work that people will do and the careers they will have. The question for many higher education institutions is what can be done to support students in preparing for what is predicted to be a volatile, uncertain, complex, and ambiguous (VUCA) future. In this chapter, work-integrated learning (WIL) will be explored as a model of education particularly useful in preparing students for a VUCA world. The chapter will examine one WIL program in particular, the University of Waterloo's co-op program, and consider how its design aligns and supports students in preparing for their future work.

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.

The Future of Work: What It Is and How Our Resilience in the Face of It Matters

2021 ◽  
pp. 1-3
Author(s):  
Suri Duitch
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Workplace Culture ◽  
Professional Advancement ◽  
Future Of Work ◽  
Global Pandemic ◽  
Future Success ◽  
The Future ◽  
The Face

This article is based on a keynote address at the 2021 American Kinesiology Association’s Annual Leadership Workshop, for which I was asked to talk about the future of work in connection to higher education. I am familiar with the kinesiology field in my role as Dean of the School of Professional Advancement at Tulane University. This article touches on issues important to the field of kinesiology that may also be applied across other academic disciplines. Technology is changing the nature of work; the global pandemic has sped up the pace of that change. Beyond this, the potential for future pandemics and other transformational events and trends mean that work is in a state of permanent flux. Preparing students for future success in this environment requires educators to think more broadly and holistically about their roles. Higher education institutions also, arguably, have a responsibility not just to educate, but to model workplace culture.

scholarly journals Search for Reserves in the Grip of the “Imputed”: Paradoxes of Our Education Strategy

2020 ◽  
Vol 29 (12) ◽  
pp. 95-103
Author(s):  
Kh. G. Tkhagapsoev ◽  
M. M. Yakhutlov
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Higher Education Institutions ◽  
Knowledge Development ◽  
Education Standards ◽  
Economic Changes ◽  
Education Strategy ◽  
The Future ◽  
Development Processes ◽  
The University

The dominant orientation of the domestic strategy of higher education (standards, competencies) towards the current demands of the labor market slows down and constrains the development processes at universities. The ability and readiness to respond to the challenges of the future is steadily becoming a real basis for the success of higher education institutions in conditions of modern technological and socio-economic changes. Time and situation require taking into account in university strategies not only the demands of the labor market, but also the features of the future and trends in knowledge development. And this, in turn, dictates the need to liberalize the existing education strategy, as well as to “synchronize” the development of the university both with trends and prospects for the development of technologies and infrastructures, and the historical and epistemological patterns of knowledge development, its functions, ways of organization and forms of life.

scholarly journals MANAGING INFORMATION FOR WORK-INTEGRATED LEARNING AT HIGHER EDUCATION INSTITUTIONS

Mousaion ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 13-28
Author(s):  
Roelien Brink ◽  
Martie Mearns ◽  
Tanya Du Plessis
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Conceptual Framework ◽  
Information Management ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Phenomenological Research Design ◽  
Work Integrated Learning

Higher education institutions (HEIs) in South Africa require teaching and learning to include work-integrated learning (WIL) within specific learning offerings. The different learning options provided by various faculties have unique and diverse procedures which justify different WIL approaches at HEIs. A lack of structure regarding the information management (IM) for WIL across departments results in different processes being followed, which can impact negatively on the optimal utilisation of WIL. Frameworks for IM for WIL, however, have been developed at international HEIs. Using a qualitative approach and phenomenological research design and working with these frameworks as well as the Theory of Motivated Information Management, the researchers collected data using semi-structured individual interviews and group discussions from the University of Cincinnati (UC) and the Northwestern University (NWU) in Illinois, United States (US). This article presents the findings of an IM framework from these two US universities. After research was conducted at a South African university, a conceptual framework was developed for the IM for WIL based on the framework from the international universities that may be implemented at HEIs in South Africa. With time this framework could betested in a number of settings that could lead to the development of a model for IM for WIL in the South African context. The article, however, reports on the findings of the two international universities only and the conceptual framework requires further testing and validation before it can be published.

scholarly journals Reconstructing Subjective Study Experiences during Shutdown in Pandemic Times

2021 ◽  
pp. 145-153
Author(s):  
Laura Eigbrecht ◽  
Ulf-Daniel Ehlers
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Higher Education Institutions ◽  
Learning Processes ◽  
The Future ◽  
Subjective Study ◽  
Group Interviews ◽  
Support Students

The article reports on a qualitative study based on interviews with students systematically conducted online since March 2020. A total of 13 individual and eleven group interviews on the personal study situation during the Corona shutdown have been conducted, analysed and evaluated. The students’ perspectives provide insights into how they subjectively reconstruct and classify the experiences they have made, what conclusions can be drawn from this for future higher education and how higher education institutions must evolve in order to support students in the best possible way. In addition to numerous challenges, the pandemic has brought forth the potential of students to shape and reflect on their learning processes in a self-determined and self-organised way and to contribute as experts to shaping the future of higher education.

Internationalization and Higher Education

2019 ◽  
pp. 87-119 ◽  
Author(s):  
Rosa Nogueira ◽  
António Carrizo Moreira
Keyword(s):  
Higher Education ◽  
Growth And Development ◽  
Higher Education Institutions ◽  
Effective Means ◽  
Internationalization Process ◽  
Successful Strategy ◽  
The Future ◽  
The University

Education is the most successful strategy for a country's growth and development. It is widely agreed that it is the most effective means that society possesses for dealing with the challenges of the future. Nevertheless, higher education has been confronted and needs, therefore, to redefine its historic role as the center of universal knowledge and understanding. This chapter analyzes the importance of internationalization on higher education institutions and enable us to better understand how they are changing as a consequence of the globalization process. Using the University of Aveiro as a case study, we will be studying what internationalization is in a higher education context and which rationales, approaches, and activities are associated with the internationalization process. Furthermore, the appropriateness of theories of internationalization specifically developed for business contexts will be portrayed at the end of the chapter.

scholarly journals The present and the future of Russian higher education shown through university typology

2020 ◽  
Vol 1 (RL. 2020. vol.1. no. 2) ◽  
pp. 133-140
Author(s):  
Ekaterina Lbova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Modern Society ◽  
Point Of View ◽  
Cultural Tradition ◽  
Current State ◽  
Russian Higher Education ◽  
The Future ◽  
The University

In the article, through the study of various typologies of universities, the current state and the future of Russian higher education are assessed. There are different approaches to the classification of higher education institutions: classical, which views the university through the history; an approach that systematizes higher education institutions by belonging to a particular cultural tradition; economic approach. The authors of the typologies offer two opposite points of view regarding the future of the Russian university. According to the first point of view, the existing university system must be completely reformed. Supporters of the second one suggest adjusting the existing system to the requirements of modern society. Due to the analysis, we concluded that a hybrid option is more suitable for Russia, in which gradual changes allow preserving the advantages of Russian education and minimize the disadvantages.

The future of work-integrated learning

2021 ◽  
pp. 251-268
Author(s):  
Anna D. Rowe ◽  
Sonia J. Ferns ◽  
Karsten E. Zegwaard
Keyword(s):  
Integrated Learning ◽  
Future Of Work ◽  
The Future ◽  
Work Integrated Learning

scholarly journals Uncovering WIL practices to enable WIL's expansion in higher education

2021 ◽  
Vol 18 (6) ◽  
pp. 54-68
Author(s):  
Lynnaire Sheridan ◽  
◽  
Oriana Price ◽  
Lynn Sheridan ◽  
Melinda Plumb ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Integrated Learning ◽  
Australian Government ◽  
Theory Of Practice ◽  
Graduate Employability ◽  
Work Integrated Learning ◽  
Almost All ◽  
Professional Degrees ◽  
Study Offer

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis’ Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: networking and selling, negotiating, collaborating and innovating and legitimising. The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets.

Activities to support students' professional self-determination in higher education institutions

2020 ◽  
pp. 109-117
Author(s):  
Faina Maratovna Kremen ◽  
Sergei Anatol’evich Kremen
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Career Guidance ◽  
Higher Education Institutions ◽  
Self Determination ◽  
Professional Self ◽  
The University ◽  
Additional Education ◽  
Support Students ◽  
To Receive

Higher education institutions can assist students in supporting professional self-determination through various forms and areas of activity: interaction with employers, organization of additional education, use of career guidance technologies. A study was conducted to identify the relationship between the work of universities to promote professional self-determination, the features of professional strategies and the level of employment of graduates. The following research methods were used: a survey of 150 4th and 5th-year undergraduate students from five Smolensk universities, analysis of the activities of universities in the studied area and analysis of employment data. The study showed that the number of students with targeted strategies significantly prevails in specialized universities (medicine – 100%, energy – 80%, physical education and sports – 73%) compared to classical University (63%). There is also a positive relationship between the participation of respondents in various events held by the University and the indicators of employment monitoring, as well as the percentage of graduates with active professional strategies. The results of the study showed that the effectiveness of the University's activities depends on the specifics of the provided education and the demand for the offered specialties in the labor market, the subjective attitudes of students to receive education, as well as the degree of actual implementation by universities of measures aimed at improving the competitiveness of students.

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