scholarly journals Defining a taxonomy of employability skills for 21st-century higher education graduates

2018 ◽  
Author(s):  
Adriana Ornellas
Keyword(s):  
Higher Education ◽  
Authentic Learning ◽  
Theoretical Development ◽  
Employability Skills ◽  
The European Union ◽  
New Graduates ◽  
Employer Representative ◽  
Subject Specific ◽  
Erasmus Programme ◽  
Practical Validation

This paper aims to discuss the theoretical development and the practical validation of a taxonomy of skills for boosting new graduates employability at Higher Education Institutions (HEI). The taxonomy was developed within the framework of the project Skill Up: Matching graduates' skills and labour world demands through authentic learning scenario. The project, funded by the Erasmus+ programme of the European Union, is a strategic partneship in the field of Higher Education (HE) that involves six partners (four universities, a VET school and an employer representative) from three European countries (Spain, Sweden and Germany). For the definition and validation of the taxonomy two methods were applied: a) a literature review of studies and reports that in recent years have established different frameworks and lists of skills crucial for HE graduates to acquire; b) an asynchronous online focus group involving various stakeholders (undergraduates, graduates, employers' representatives, lecturers and counsellors) to validate the taxonomy. The paper presents the resulting list of employability skills sorted into four clusters: cognitive, methodological, social and subject-specific.

scholarly journals Enhancing graduates’ employability skills through authentic learning approaches

2019 ◽  
Vol 9 (1) ◽  
pp. 107-120 ◽  
Author(s):  
Adriana Ornellas ◽  
Kajsa Falkner ◽  
Eva Edman Stålbrandt
Keyword(s):  
Work Experience ◽  
Authentic Learning ◽  
Added Value ◽  
Employability Skills ◽  
Second Phase ◽  
Learning Approaches ◽  
Content Type ◽  
New Graduates ◽  
Design Activities ◽  
Learning Scenarios

Purpose The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills. Design/methodology/approach Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework. Findings The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills. Research limitations/implications The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications. Practical implications The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world. Originality/value The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

scholarly journals Am I Fit for Tomorrow’s Labor Market? The Effect of Graduates’ Skills Development during Higher Education for the 21st Century’s Labor Market

2020 ◽  
Vol 12 (18) ◽  
pp. 7746
Author(s):  
Omar Habets ◽  
Jol Stoffers ◽  
Beatrice Van der Heijden ◽  
Pascale Peters
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
21St Century ◽  
21St Century Skills ◽  
Employability Skills ◽  
Skills Development ◽  
Perceived Fit ◽  
Cross Sectional ◽  
Higher Education Curriculum ◽  
New Graduates

This study contributes to the employability skills debate by investigating how students’ self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students’ self-perceived 21st century skills and their self-perceived “education-future labor market fit”. Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver “employable” graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates.

scholarly journals AduLeT project: leading technology enhanced learning tips

2018 ◽  
Author(s):  
Vitor Gonçalves ◽  
Isabel Chumbo ◽  
Elisabete Silva ◽  
Maria Raquel Patrício
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Learning Objects ◽  
Learning Technologies ◽  
Open Educational Resources ◽  
Digital Content ◽  
Technology Enhanced Learning ◽  
The European Union ◽  
Erasmus Programme ◽  
Enhanced Learning

The European Commission favours the implementation and use of digital content and specially Open Educational Resources (OER) made accessible in higher education. Most of the lecturers have neither the skills nor the time to supply the teaching materials as digital content or OER. Therefore, Advanced Use of Learning Technologies in Higher Education (AduLeT) is a project that has been set up within the European Union Erasmus+ programme support, involving seven partners working together from November 2016 to August 2019. This project will provide lecturers with a community to share user experiences that integrate selected teaching methods with technologies and learning objects to solve an educational problem. AduLeT project brings in a Community of Practice (CoP) for lecturers with suitable teaching methods for technology enhanced learning (TEL). One specific requirement is the visualization of a set of category of tools matching with methods, like a matrix of methods and tools that can easily help teachers choosing from them. The lecturer can also find guidelines in the CoP for the effective use of TEL tools according to the methodology he/she plans to use in the learning process.The CoP will also make it possible to get in touch with other lecturers and to share experiences about teaching with TEL tools. In this contribution we will present the main requisites and functionalities implemented to provide the CoP, based on two workshops with the lecturers of the partner countries. We believe that this project could be an excellent support to the teacher, because it will present good practices for the use of appropriate educational technologies, properly conformed with teaching methods applicable to the resolution of problems, difficulties and requisites of common teaching.

scholarly journals Mobility in the Internationalisation of Higher Education Institutions

2020 ◽  
Vol 9 (4) ◽  
pp. 46
Author(s):  
Sandro Serpa ◽  
Suzana Nunes Caldeira ◽  
Margarida S. Damião Serpa ◽  
Rolando Lalanda Gonçalves ◽  
Helena Mateus Montenegro ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Criteria ◽  
Education Institution ◽  
The European Union ◽  
International Mobility ◽  
European Area ◽  
Internationalisation Of Higher Education ◽  
Scientific Dialogue ◽  
Erasmus Programme

International mobility of higher education institutions’ members within the European Union is explicitly encouraged and used as one of the higher education institutions’ quality criteria. This paper aims to contribute to the analysis of the phenomenon of international mobility between higher education institutions, especially within the European area in the broad sense, and for which the ERASMUS+ Programme is paradigmatic. The authors have been linked to mobility processes by addressing issues of internationalisation and receiving and sending students and teachers in and out of their institution, and/or hosting them in curricular units taught by them or in other training actions. It is in this context that theoretical reflection has been carried out, to respond to the objective of analysing the relevance of mobility in the internationalisation of higher education institutions and to reflect on questions of its evaluation. It is concluded that there is interest in allowing a mutually enriching scientific dialogue for the personal and professional development of those involved – students, academics and other staff members. Furthermore, it is institutionally considered that the higher education institution is promoting its quality and image if it provides an in-depth exchange of ideas and practices that foster improvements in teaching and research of the institutions involved. It is also concluded that there is a need for structures to respond to this new reality and that the evaluation processes can contribute to measuring and promoting it.

Insights Into University-Business Cooperation in the Information Society

2019 ◽  
pp. 199-227
Author(s):  
Lorena Clara Mihăeş ◽  
Manuela Epure
Keyword(s):  
Higher Education ◽  
European Union ◽  
Blended Learning ◽  
Labour Market ◽  
New Technologies ◽  
The European Union ◽  
Specific Knowledge ◽  
Education Project ◽  
Subject Specific ◽  
The University

This chapter dwells on the state of university-business cooperation within the European Union, with special attention to the situation in Romania. The discussion is contextualized by referring to Adapt2jobs, a higher education project, developed with a view to adapting seven courses from three different domains to the demands of today's ever-changing labour market. All courses aim at developing transversal, multidisciplinary, and innovation skills and competences, and offers students up-to-date subject-specific knowledge. Moreover, the choice of blended learning for their delivery is meant to bring the new technologies inside the university for the benefit of students who are encouraged to become active and reflective learners, able to continue learning long after leaving school.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

scholarly journals Rethinking student-teacher relationships in higher education: a multidimensional approach

2021 ◽  
Author(s):  
Roland Tormey
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Student Teacher ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Theoretical Development ◽  
Multidimensional Model ◽  
Three Dimensional Model ◽  
Teacher Relationships ◽  
Student Teacher Relationships

AbstractStudent-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

scholarly journals Higher Education and Employability Skills: Barriers and Facilitators of Employer Engagement at Local Level

2021 ◽  
Vol 11 (2) ◽  
pp. 51
Author(s):  
Fátima Suleman ◽  
Pedro Videira ◽  
Emília Araújo
Keyword(s):  
Higher Education ◽  
Local Level ◽  
Northern Region ◽  
Barriers And Facilitators ◽  
Employability Skills ◽  
Active Engagement ◽  
Organizational Goals ◽  
Skill Gaps ◽  
Employer Engagement ◽  
Multi Stakeholder

This research examines the barriers and facilitators to employers’ engagement with higher education institutions. The data were collected through interviews with a set of employers (n = 19) in the Northern region of Portugal, V.N.de Famalicão, in 2019. We begin by exploring employers’ engagement activities as a potential solution to address local-level skill problems. Empirical evidence suggests that the engagement activities are mostly passive as firms use higher education largely as a recruitment channel. The differences in organizational goals and culture are the most cited barriers to the lack of more active engagement. Some efforts have recently been made to strengthen the ties between higher education and employers, notably through a local multi-stakeholder partnership as a potential broker. However, it will take time for this to bear fruit and contribute to reducing skill gaps and shortages. The data show that despite employers’ apparent willingness, more effort must be made to encourage active engagement.

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