Business Undergraduates' Perceptions of Their Capabilities in Employability Skills

2012 ◽  
Vol 26 (5) ◽  
pp. 345-356 ◽  
Author(s):  
Denise Jackson
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Social Responsibility ◽  
Generation Y ◽  
The Self ◽  
Employability Skills ◽  
Self Awareness ◽  
Developed Economies ◽  
Skill Gaps ◽  
Business Undergraduates

In response to the continuing disparity between industry expectations and higher education provision, this study examines the self-assessed capabilities of 1,024 business undergraduates in employability skills typically considered important by industry in developed economies. The findings indicate relative perceived strengths in ‘social responsibility and accountability’, ‘developing professionalism’ and ‘working effectively with others’, and weaknesses in ‘critical thinking’, ‘developing initiative and enterprise’ and ‘self-awareness’. Although these findings align with those of recent employer-based studies, undergraduates rate themselves considerably higher than their industry counterparts. The implications of this overconfidence in personal ability, commonly associated with so-called Generation Y graduates, for persistent graduate skill gaps are discussed from the perspectives of industry, higher education and the graduates themselves. Possible ways of encouraging undergraduates to evaluate their capabilities more critically and accurately are discussed. Variations in perceived capability as students progress through their degree programmes are also examined.

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.

Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

2021 ◽  
Vol 7 (3C) ◽  
pp. 741-753
Author(s):  
Tran Duc Tai ◽  
Le Thi Thanh Truc ◽  
Nguyen Thu Phuong ◽  
Dau Thi Phuong Uyen ◽  
Nguyen Thi Kim Lien ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Factors ◽  
Student Motivation ◽  
Business Education ◽  
Business Students ◽  
The Self ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Self Awareness

This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

scholarly journals Determinants of the learning motivation of students in business education at universities in Ho Chi Minh City

2021 ◽  
Vol 7 (3C) ◽  
pp. 741-753
Author(s):  
Tran Duc Tai ◽  
Le Thi Thanh Truc ◽  
Nguyen Thu Phuong ◽  
Dau Thi Phuong Uyen ◽  
Nguyen Thi Kim Lien ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Factors ◽  
Student Motivation ◽  
Business Education ◽  
Business Students ◽  
The Self ◽  
Learning Motivation ◽  
Ho Chi Minh City ◽  
Self Awareness

This study primarily unearths measure and evaluate the determinants influencing business students' learning motivation at universities in Ho Chi Minh City through the self-administered questionnaires with 257 students. The results show all seven factors of (1) social factors; (2) learning environment; (3) lecturers’ behaviour; (4) family and friend influence; (5) students’ self-awareness; (6) student’s willpower and (7) student viewpoint have impacted on learning motivation of business students. In addition, suggestions and recommendations are proposed to enhance student motivation in higher education.

Empowering Technology Use to Promote Virtual Violence Prevention in Higher Education Context

2019 ◽  
pp. 272-291 ◽  
Author(s):  
Miftachul Huda ◽  
Aminudin Hehsan ◽  
Singgih Basuki ◽  
Budi Rismayadi ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Violence Prevention ◽  
Technology Use ◽  
The Self ◽  
Social Awareness ◽  
Self Awareness ◽  
Preventive Action ◽  
Social Concern ◽  
Emerging Issues

This chapter aims to explore the pattern to use technology as an attempt to promote virtual violence prevention. A literature review from referred journals and books was conducted. The findings reveal that technology use, in particular an effort to solve the emerging issues of violence promotes the solution with an innovative approach designed in HE. With technology use in attempting violence prevention insights, an innovative way to strengthen technology use wisely with underlying the compassionate skills to promote the preventive action of violent forms is needed. Attempts to promote virtual violence prevention in higher education should be combined with empowering technology use to focus comprehensively on encouraging diverse learners with personal and social awareness in digital interaction. This chapter is expected to contribute in dealing with exploring the systematic approach in nurturing the self-awareness and social concern in digital interaction to be potentially applied in HE.

Critical Thinking

2020 ◽  
pp. 182-198
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
The Self ◽  
Self Awareness ◽  
Probing Questions

This chapter explores critical thinking. Critical thinking is a type of thinking in which one reflects, considers, and analyzes when making decisions and solving problems. Based on careful reasoning, critical thinking is purposeful thinking guided by logic and supported by evidence. Critical thinking involves defining problems, identifying arguments, evaluating data, raising questions, and using information to make sound judgments. Someone engaged in critical thinking is typically making perceptive observations, establishing careful connections, asking probing questions, and making meaningful distinctions. Critical thinking involves analyzing, interpreting, and evaluating evidence; applying knowledge; and thinking both independently and interdependently. Critical thinking competencies include self-direction—the self-awareness and self-regulation to manage our thinking and our motivation for thinking—and the ability to ask productive questions; in fact, asking the essential significant questions is as important as answering them.

Empowering Technology Use to Promote Virtual Violence Prevention in Higher Education Context

2020 ◽  
pp. 314-338
Author(s):  
Miftachul Huda ◽  
Aminudin Hehsan ◽  
Singgih Basuki ◽  
Budi Rismayadi ◽  
Kamarul Azmi Jasmi ◽  
...  
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Violence Prevention ◽  
Technology Use ◽  
The Self ◽  
Social Awareness ◽  
Self Awareness ◽  
Preventive Action ◽  
Social Concern ◽  
Emerging Issues

This chapter aims to explore the pattern to use technology as an attempt to promote virtual violence prevention. A literature review from referred journals and books was conducted. The findings reveal that technology use, in particular an effort to solve the emerging issues of violence promotes the solution with an innovative approach designed in HE. With technology use in attempting violence prevention insights, an innovative way to strengthen technology use wisely with underlying the compassionate skills to promote the preventive action of violent forms is needed. Attempts to promote virtual violence prevention in higher education should be combined with empowering technology use to focus comprehensively on encouraging diverse learners with personal and social awareness in digital interaction. This chapter is expected to contribute in dealing with exploring the systematic approach in nurturing the self-awareness and social concern in digital interaction to be potentially applied in HE.

Education and the Zeitgeist: government positions and public opinion on income distribution

2011 ◽  
Vol 3 (1) ◽  
pp. 103-124 ◽  
Author(s):  
Tor G. Jakobsen
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Public Opinion ◽  
Strong Support ◽  
Political Elite ◽  
The Self ◽  
Bandwagon Effect ◽  
Dual Nature ◽  
Self Interest ◽  
The Government

Despite a sizable literature on the elite mass linkage, few of these studies are cross-national. In this paper, I apply multilevel ordered logit models to investigate public opinion toward redistribution in 23 European countries. I test whether these views depend on: (1) the policies of the government (i.e. the bandwagon effect) and (2) personal interest, as indicated by income and education. Briefly, the bandwagon effect appears when people’s perception of strong support for one line of thinking leads to their adopting this reasoning. The self-interest argument states that those who would benefit from a redistributive policy are likely to support it. In addition, I argue that higher education has a dual nature, consisting of an interest in providing one’s own self-interest as well as a critical thinking component. Elite opinion is quantified from the party manifestos of incumbent parties and tested against data from the European Social Survey. I find no significant direct effect of political elite views on public opinion. On the other hand, there is strong support for the self-interest argument, and yet the rightist tendency for higher educated persons is significantly smaller if their government is economically conservative. This finding is attributed to the critical thinking argument as well as to the reasoning that higher education makes people better able to filter political information, thus countering the bandwagon effect.

Do students really engage with their skills development in the context of widening participation? An institutional case study

2020 ◽  
Vol 22 (3) ◽  
pp. 30-63
Author(s):  
Ufuk Alpsahin Cullen
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Employability Skills ◽  
Widening Participation ◽  
Self Awareness ◽  
Career Plans ◽  
Self Confidence ◽  
The Impact ◽  
Minority Ethnic

This study investigates how the prior experience of a diverse undergraduate cohort at an English higher education institution relates to barriers to employability and changes in students' perceptions of their employability skills and career plans throughout the duration of their studies. It considers the impact of a range of demographic factors used to identify students from backgrounds underrepresented in higher education (HE). Data collection was conducted within a micro institutional context where the majority of students and staff are from Black, Asian and minority ethnic (BAME) backgrounds. Such diversity contributes to the originality of the study.We have adopted a mixed methods approach by bringing together both quantitative and qualitative evidence. The study took two years to complete and 150 students across different programmes participated. We found that perceived levels of employability skills were closely associated with the background and age of the students. We observed that an increase in self-awareness resulted in a significant decrease in self-confidence, which caused a change in participants' career plans from looking for a relevant job to looking for any available job.

Precious Mettle: Alchemic Aspiration as a Metaphor for Learning

Horizons ◽  
1991 ◽  
Vol 18 (2) ◽  
pp. 279-289
Author(s):  
Ronald Quillo
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Interdisciplinary Approach ◽  
Social Consciousness ◽  
Recent Criticism ◽  
Self Awareness ◽  
Base Metals ◽  
Knowledge And Skills ◽  
Interdisciplinary Perspective

AbstractRecent criticism of higher education challenges professors to facilitate learning which involves critical thinking, self-awareness, social consciousness, creativity, and interdisciplinary perspective. The ancient art of alchemy, which antedated post-Newtonian scientific categorizations, was directed toward much more than the transmutation of base metals into precious ones. As a process involving philosophical and religious views brought to bear on self-improvement as well as the improvement of all creation, alchemy may function as an appropriate metaphor for learning which is transformative of both learners and their environments. A psychological interpretation of alchemical pursuits facilitates an understanding of transformation in this way. Higher education is thus directed toward and affirmed in its mission of fostering in students a holistic and interdisciplinary approach to knowledge and skills which may be utilized both personally and socially.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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