Reflections on Choosing a Prescribed Book for a University Business Presentation Skills Course : Why TED Talks Storytelling: 23 Storytelling Techniques from the Best TED Talks by Akash Karia Fits the Need

2020 ◽  
pp. 1-7
Author(s):  
Borka Richter
Keyword(s):  
21St Century ◽  
Liberal Education ◽  
Research University ◽  
Soft Skills ◽  
English Studies ◽  
Teaching And Research ◽  
Fine Line ◽  
Transferable Skills ◽  
Course Material ◽  
Ted Talks

The choice of course material is always bound to the needs and abilities of the students who will be using them. English Studies in the first quarter of the 21st century has to walk a fine line between the traditional, idealised idea of a teaching and research university offering a liberal education and the more employment-oriented, marketized idea of a university equipping students with competences for life after their studies. Offering business soft skills courses within a B.A. in English allows students to develop transferable skills whilst improving their EFL proficiency. TED Talks Storytelling by Akash Karia is reviewed against this backdrop for a course on oral business presentation skills and recommended as a suitable choice for a prescribed book.

Are Apprenticeships Still Relevant in the 21st Century? A Case Study of Changing Youth Training Arrangements in German Banks

ILR Review ◽  
2002 ◽  
Vol 55 (4) ◽  
pp. 667-685 ◽  
Author(s):  
David Finegold ◽  
Karin Wagner
Keyword(s):  
21St Century ◽  
Cost Savings ◽  
New Firms ◽  
Workplace Flexibility ◽  
Transferable Skills ◽  
The Past ◽  
Detailed Case ◽  
The Cost ◽  
Youth Training

The authors present a detailed case study of the evolution of apprenticeships in German banking over the past two decades to analyze why employers continue to be willing to invest in these programs that provide workers with transferable skills. They explain employers' motivation in terms of two “logics.” Some considerations stemming from the logic of consequences, such as recruitment cost savings and enhanced workplace flexibility, encourage retention of the apprenticeship system. On balance, however, the cost calculus that is at the heart of the logic of consequences would, if unopposed, encourage head-hunting for apprentices trained by other firms, eventually undermining the system. The countervailing logic of appropriateness, however, discourages defections from the system by fostering trust among employers, encouraging new firms to participate in the system, supporting the strong reputational effect associated with training, and creating mechanisms with which banks can have a hand in keeping the system efficient.

scholarly journals IMPLEMENTASI MODEL “GEPPRAK” DALAM PEMBELAJARAN KEWIRAUSAHAAN UNTUK MENINGKATKAN MINAT BERWIRAUSAHA DI SEKOLAH MENENGAH KEJURUAN

2016 ◽  
Vol 6 (3) ◽  
pp. 335 ◽  
Author(s):  
Wiedy Murtini
Keyword(s):  
Qualitative Research ◽  
Soft Skills ◽  
Research Approach ◽  
Entrepreneurial Learning ◽  
Business Plans ◽  
Transferable Skills ◽  
Learning Data

Tujuan penelitian ini untuk mengeksplorasi pengalaman siswa SMK dalam mengimplementasikan model “GEPPRAK” dalam pembelajaran kewirausahaan. Fokus penelitian pada bagaimana siswa menginternalisasi nilai-nilai karakter, aspek soft skills dan transferable skills dalam pembelajaran Kewirausahaan sehingga siswa berminat untuk berwirausaha, Pendekatan penelitian adalah kualitatif fenomenologis. Orientasi penelitian untuk memahami, menggali, dan menafsirkan arti dari peristiwa-peristiwa, fenomena-fenomena dan hubungan  dengan orang-orang secara alamiah dalam situasi tertentu, selama proses pembelajaran  kewirausahaan. Data  terkumpul melalui pengamatan, wawancara dan dokumentasi dideskripsikan apa adanya. Pendapat siswa, guru, perilaku, sikap, minat, keterampilan, kelemahan, merupakan bagian yang penting untuk memberikan masukan terhadap perbaikan pembelajaran kewirausahaan. Temuan menunjukkan bahwa antusiasme siswa tinggi, ditunjukkan dengan aktivitas dalam lima tahapan, project kewirausahaan dimulai dari (1) Grup (kelompok) kecil ,(2) Eksplorasi ,(3) Pengembangan ide usaha, (4) Penyusunan dan Presentasi rencana usaha, (5)Aksi dan Kompetisi usaha, berjalan dengan lancar dan berhasil meng internalisasi 3 nilai karakter dan 5 soft skills-transferable skills dengan skor tinggi sebanyak 68% dan skor sedang 32%. Semua produk terjual habis dan  beberapa produk sudah menerima pesanan, hal ini menunjukkan indikasi tumbuhnya minat berwirausaha.Kata kunci: kewirausahaan, nilai-nilai karakter, soft skills- transferable skills “GEPPRAK” MODEL IMPLEMENTATION IN ENTREPRENEURIAL LEARNING TO INCREASE ENTREPRENEURSHIP INTENTION IN VOCATIONAL HIGH SCHOOLSAbstractThe purpose of this study to explore the experience of students SMK in implementing the model "GEPPRAK" in entrepreneurial learning. The focus of research on how students internalize the values of character, aspects of soft skills and transferable skills in entrepreneurship learning so that students interested in entrepreneurship, a qualitative research approach is phenomenological. Orientation research to understand, explore and interpret the meaning of events, phenomena and relationships with people naturally in certain situations, during the process of entrepreneurial learning. Data were collected through observation, interviews and documentation described what it is. Opinions of students, teachers, behavior, attitudes, interests, skills, weaknesses, an important part to provide input to the improvement of entrepreneurial learning. The findings indicate that students' enthusiasm is high, indicated by activity in five stages, starting an entrepreneurial project of (1) Groups (group) is small, (2)Exploration, (3) Development of business ideas, (4) preparation and presentation of business plans, (5) Actions and Competitions business runs smoothly and successfully upgrade internalization of three grades of character and five soft skills-transferable skills with high scores as much as 68% and the fair score was 32%. All products sold out and some products are already taking orders, this indication of the growing interest in entrepreneurship.Keywords: entrepreneurship, the values of character, soft skills - transferable skills

Librarian Skillsets in the 21st Century

2020 ◽  
pp. 41-58
Author(s):  
Josiline Phiri Chigwada
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Capacity Building ◽  
21St Century ◽  
Formal Education ◽  
Soft Skills ◽  
Web Content ◽  
Digital Era ◽  
Structured Literature Review ◽  
The Way

The chapter showcases the 21st century skills that are required by librarians. The digital era brought about a lot of changes in the way that librarians interact with their clients. Due to the changing needs of clients, librarians should ensure that they are well equipped to deliver the needed services. The objectives of the chapter are to identify the skills that librarians should possess in the 21st century, examine how librarians acquire those skills, and discuss the challenges that are faced when acquiring those skills. Structured literature review and web content analysis were used to get the LIS skills. It was discovered that librarians should possess professional, technical, and soft skills in order to remain relevant in the 21st century. The findings revealed that librarians can acquire skills through on the job trainings or formal education. The major challenge that is faced by librarians is the issue of lack of funds to support their capacity building endeavours.

Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies

2020 ◽  
pp. 1-9
Author(s):  
Pradeep Nair
Keyword(s):  
21St Century ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Independent Learning ◽  
University Graduates ◽  
Delivery Methods ◽  
Design Assessment ◽  
Face To Face ◽  
Transferable Skills ◽  
Industrial Age

Higher education institutions face much disruption in the Fourth Industrial Age. The rapid changes in the workplace demand that university graduates exhibit competencies beyond discipline-specific knowledge. To thrive in a complex world filled with rapid advancements in knowledge and technology, graduates must possess lifelong learning skills, think critically and creatively, be socially intelligent, resilient, and adaptive. The demand for these transferable skills requires universities to re-examine their curriculum design, assessment, and delivery methods to ensure learners know, develop, and culminate these skills upon graduation. This chapter explains how this can be achieved through a paradigm shift in the teaching and learning approach by reducing face-to-face teaching to enable greater interaction in the classroom, opportunities for expression, the building of character and other life skills whilst promoting more self-directed and independent learning. Lecturers should revolutionize the way they teach and develop the 21st century competencies skills among the students.

scholarly journals A cross-discipline comparison of subject guides and resource discovery tools

2020 ◽  
Author(s):  
A.F. Tyson ◽  
◽  
Jesse David Dinneen ◽  
Keyword(s):  
Academic Libraries ◽  
Research University ◽  
Resource Discovery ◽  
Google Scholar ◽  
Disciplinary Differences ◽  
Electronic Resource ◽  
Teaching And Research ◽  
Database Index ◽  
Academic Year ◽  
Access Data

Introduction. Academic libraries invest considerable resources in creating disciplinary subject guides, but patron use of such guides is rarely quantified in the literature. We analyse access data for subject guides and other electronic resource discovery tools to investigate disciplinary differences in resource discovery behaviour. Method. We analysed access data for resource discovery tools and subject guides that was collected over five weeks in the first term of the academic year at a public teaching and research university. Analysis. We analysed unique page views for subject guides, then calculated and compared access to electronic resources originating from the following resource discovery tools: Summon, subject guides, Google Scholar, and the database index. Results. Disciplines with high unique page views for subject guides were more likely to use subject guides or specific databases for resource discovery, while disciplines with low subject guide unique page views were more likely to use Summon or Google Scholar for resource discovery. Conclusions. The low unique page views for most guides suggests providing guides for all disciplines may not be an effective method for supporting students in resource discovery. This study also indicates a need for subject guide use to be evaluated in relation to other resource discovery tools.

scholarly journals Validity concerns with the Revised Study Process Questionnaire (R-SPQ-2F) in undergraduate anatomy & physiology students

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0250600
Author(s):  
Staci N. Johnson ◽  
Eliza D. Gallagher ◽  
Anna Marie Vagnozzi
Keyword(s):  
Student Learning ◽  
Research University ◽  
A Priori ◽  
Approaches To Learning ◽  
Comparative Case Study ◽  
Learning Approaches ◽  
Course Material ◽  
Quantitative Results ◽  
Study Process ◽  
Survey Responses

The 20-question Revised Study Process Questionnaire (R-SPQ-2F), which is frequently used to categorize student learning approaches as either deep or surface, was administered to three sections of Anatomy & Physiology (A&P) courses at a highest research university in the southeastern United States as part of a larger research project. Two hundred thirty-one (231) respondents completed the full survey and 11 participants were recruited to a comparative case study. Initial review of interview transcripts raised concerns about the validity of the R-SPQ-2F results with the population of interest. Interview transcripts were coded using a priori codes corresponding to the R-SPQ-2F items, and qualitative and quantitative results were then triangulated. Additional survey responses were collected in a subsequent semester and a confirmatory factor analysis (CFA) was performed using the complete responses from 381 students. The CFA yielded similar or better measures of reliability and fit to the two-factor structure as those in previously reported work by other authors. Nonetheless, findings from triangulation suggest that the R-SPQ-2F was not able to group students by deep and surface approaches to learning in the context of an undergraduate A&P course. In addition, six interviews (3 deep, 3 surface) demonstrated a new theme of surface leading to deep with participants indicating that memorization was necessary for the purpose of gaining a full understanding of the course material. This mixed method analysis calls into question whether the results are valid for separating student approaches into the previously published descriptions of deep and surface approaches. The finding of the surface leading to deep orientation, which may align with previous descriptions of an achieving approach, has significant implications for both research and instruction, as memorizing and other “surface” strategies are often minimized and discouraged, yet are an important step in student learning.

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