Systematic Development of Generic Skills to Enhance Innovation Capacity of Eastern and Southeastern European Universities

The level of innovativeness within the higher education systems of east and southeast Europe and their graduates is still assessed as modest or moderate. Besides the general socio–economic context and the inherited institutional management types, this deficiency stems from a lack of generic skills crucial for increasing the innovation capacity of the universities. TrainESEE v.2 project suggests that significant changes should be already put in place within the applied teaching methodology, but also highlights the importance of developing project development and management skills, innovation, entrepreneurial skills, and finally competences needed to strengthen science to business cooperation.

Prospective Teachers, Generic Skills, and Student Community Service Program: A Case Study in the Indonesian Context

Many papers have been published in recent years describing prospective teachers` generic and teaching skills. However, to our best knowledge, little is known about how they acquire and apply these skills in real-life situations outside of the classroom, among communities through student community service program in particular. In other words, because empirical evidence in the literature has failed to recognise the implementation of prospective teachers’ generic skills among communities, the question on this topic remains open. Therefore, our purpose was to explore and describe prospective teachers’ generic skills when taking part in a community service program. This study is qualitative in nature, with a total of 150 students consisting of 100 females (67%) and 50 males (33%) enrolled at the Faculty of Teacher Training and Education in a public university in Indonesia participating by adopting a questionnaire and audio-recorded interviews for data collection. The data collected through questionnaire were analyzed using descriptive statistics, while the information collected through the interviews was evaluated and interpreted using content analysis through coding classification and theme or pattern identification, with the goal of providing thorough descriptive interpretations of social phenomena. The findings reveal that the prospective teachers under investigation strongly agree and agree that community service program has benefited them personally, socially, and professionally, as well as improved their generic skills. They could develop their generic skills while participating in a student community service program. The findings of this study provide clear evidence that generic skills and the development of these skills are deemed important by students enrolled at teacher training and education. Based on the findings, the implications and limitations of this present study with several suggestions for future research are also discussed.

Empowering STEAM Academics to Adopt Enterprise Pedagogies

Digital transformation and emerging technologies have disrupted the workplace, from the skills employees need in the workplace to the entrepreneurial mindset they require in this dynamic and globalized economic system. While the workers of today are navigating this transition, students require skills to lead the working landscape of the future. These skills, known as 21st century skills which encompass enterprising skills (i.e., creativity, innovation, teamwork), are generic skills that are transferable across different jobs and are a powerful predictor of long-term job success and will be increasingly important into the future. The Australian Government calls for enhanced enterprise skills due to their ubiquitous application and benefit across life and work domains. To answer this call, this chapter bridges the knowledge and resource gap that Australian STEAM academics have by explaining the development of a specially designed platform to teach the 21st century skills and enterprise skills.

Integrating Digital Technologies in Accounting Preservice Teacher Education

The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse i) how students' technological skills development can be promoted, ii) in what way the integration of digital technologies in the curriculum is managed, and iii) what influence teaching, assessment and learning methods have, in the development of generic skills, especially technological skills. Presents a case study in the master's degree in Economics and Accounting Teaching, that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.

Analisis Kebutuhan Kompetensi Lulusan Akuntansi

In accordance with the demands of the times in today's digital era resulting in the industry looking for skilled human resources in their fields. Job seekers are required to have the skills expected by the industry in order to compete for the expected job positions. For that it is important for job seekers to equip themselves with skills that are the needs of the industry. Skill improvement needs support from educational institutions in creating skilled human resources in accordance with the qualifications required by the industry. This study aims to identify what is needed from an accounting graduate. This research was conducted with descriptive quantitative method, with content analysis approach. By using the incidental sampling technique, 705 industrial job vacancies were published on the online job vacancy website for the period January 2021 to June 2021. This study focuses on accounting work including financial accountants, auditors, and tax accountants. The results showed that the basic technical skills of accounting (Technical Skills) which include basic understanding of accounting, mastery of accounting software and Microsoft office are the skills most needed by the world of work. Meanwhile, the generic skills needed by the industry are communication skills, which are derived skills from interpersonal skills.

Students Engagement and Development of Generic Skills in Gamified Hybrid Service-Learning Course

Hybrid Service-Learning, an emerging trend of combining co-curriculum course embedded with service-learning instructional strategies in online settings, has increasingly gained popularity, as many service-learning educators are moving into online platforms. The ongoing COVID-19 pandemic has accentuated its needs, thus forcing education systems worldwide to find alternatives to face-to-face instructions, one of them being Hybrid Service-Learning. This has prompted many researchers to attempt utilising gamification in online courses to increase students’ engagement. The purpose of this research was to report a gamified Hybrid Service-Learning (GAMYSEL) through students’ level of engagement proposed by Schlechty, used as a data classification to compare students’ scorings in their earning of points, badges, level and leaderboards. The results of the study indicated that, the students’ levels of engagement were relatively high through Advocacy Hybrid-Service Learning approach, where majority of them achieved the Strategic Compliance and Optimal Engagement categories. The students’ generic skills were further analysed with one-way repeated measures ANOVA and it was discovered that, GAMYSEL had positive impacts in developing these skills in five stages of service-learning. Both of these findings suggest that student’s engagement and generic skills had a significant effect on students learning after the use of GAMYSEL.

Application of Scientific Guided Inquiry Assisted Video Analysis Tracker to Improve Science Generic Skills

The study was done to identify the generic science skill improvement through guided scientific inquiry method video tracker analysis based. The method used in this study was quantitative pretest-posttest control group design. The samples of this were 52 students of the Physics Education Program of STKIP SoE. The instrument used in this study was a generic science skill test instrument on kinetic learning materials. The data analysis technique used was a t-test independent sample. The result of the study showed that students who learned guided scientific inquiry method video tracker analysis based were better than those who learned using the conventional method. This happened because the students were allowed to do the experiment that make the student freely understands generic science skill, thus making the learning process more interesting and meaningful. Therefore, it was suggested to use this method (guided scientific Inquiry method video tracker analysis based) in the process of learning in the classroom.

Efecto de la asignatura de educación física en la percepción de los estudiantes frente al desarrollo de competencias genéricas (Effect of Physical Education on the students' perception regarding the development of generic competences)

El desarrollo de competencias por medio de la práctica sistemática de la actividad física se ha vuelto un desafío. Por lo anterior, el objetivo de esta investigación es conocer el efecto de las clases de educación física en el desarrollo de competencias genéricas mediante la percepción de los estudiantes, tras la aplicación del Cuestionario de las Competencias Genéricas de Educación Física, participando un total de 961 estudiantes de primer año pertenecientes a las diferentes carreras de la Universidad Técnica Federico Santa María de Valparaíso el año 2017. El Cuestionario fue diseñado para medir la variable de manera exhaustiva, considerando cuatro competencias genéricas: trabajo en equipo, recreación, inteligencia kinestésica y ética, las que forman parte de los programas de asignaturas de educación física. Según los resultados obtenidos se observa que en el caso de las competencias genéricas inteligencia kinestésica y ética, el valor obtenido fue de p<0,000. Para las competencias genéricas trabajo en equipo y recreación el valor fue p<0,002. Asimismo, el cuestionario presenta un 95% de confianza, evidenciando diferencias significativas, ya que el nivel de p-valor (Sig.) es p<0,05, y el valor obtenido fue de <0,000, concluyendo que los estudiantes reconocen que las clases de educación física permiten a través de la práctica sistemática de la actividad física el desarrollo de estas competencias genéricas, contribuyendo así a la formación integral del individuo. Abstract. The development of skills throughout the systematic practice of Physical Education (PE) has become a challenge. This is the reason why the focus of this reasearch is to know the effects of Physical Education on the students' perception regarding the development of generic competences, applying the Questionnaire of Generic Physical Education Competences USM to 961 first year students from differents USM careers in 2017. The questionaire was designed to measure the variable exhaustively, considering four generic competences: teamwork, recreation, kinesthetic intelligence and ethics. These skills are part of the PE course outlines. The results showed that, in the case of the kinesthetic intelligence and ethics generic competences, the p-value was p<0,000. For the teamwork and recreation generic competences, the value was p <0.002.The Questionnaire holds a 95% of confidence and shows significant differences, since the significant p-value is p<0,05 and the obtained value was p<0,000. Therefore, it is concluded that students recognize that PE allow the development of generic skills throughout the systematic practice of physical activity, confirming that physical activity favors the development of generic competences and therefore, and contributes to the integral formation of the student.

Generic Skills, Academic Achievement, and Means of Improving the Former

In Canada, in general – and in the Province of Ontario in particular – academics, employers, and government agencies are concerned with the low generic skill levels of university students and graduates. The assumption is that such deficiencies detract from academic and job success. Despite this concern, in Canada, research has not focused on potential links between objectively measured generic skills and grades recorded in administrative records. In view of this lacuna, the current research has two objectives. First, to assess the net effect of objectively measured generic skills on academic achievement as recorded in administrative records. Second, to determine the efficacy of an online course dedicated to the development of generic skills. Overall, I found that generic skills were better predictors of students’ achievement than high school grades used in admission processes; the relationship between high school grades and generic skill levels was weak; students’ generic skill levels did not improve over time; and an online course devoted to increasing students’ generic skills was effective in boosting skills to an acceptable level. Accordingly, if they are concerned with academic achievement, universities in Ontario and in other jurisdictions in which students are admitted to university primarily based on their secondary school grades might make the development of generic skills a priority; however, unless such skills are demanded across the curriculum, they will atrophy.