Emerald | Education + Training

Predicting Career Advancement with Structural Equation Modelling

Ronald Heimler, Stuart Rosenberg, Elsa-Sofia Morote — 2012-01-11 00:00:00.0

Abstract

Purpose - This paper uses the authors’ prior findings concerning basic employability skills in order to determine which skills best predict career advancement potential.Design/methodology/approach - Utilizing survey responses of human resource managers, the employability skills showing the largest relationships to career advancement were used in a regression analysis. The regression results generated structural equation models.Findings - According to human resource managers, leadership skills and information technology skills needed for job performance were shown to be significant contributors to recent graduates’ career advancement potential. Work ethic and critical thinking skills were found to be closely linked with leadership skills. Additionally, management skills, leadership skills, and basic literacy and numeracy skills received from recent graduates by their employers were found to be the strongest predictors of graduates’ career advancement potential.Research limitations/implications - The research study was limited to graduates, faculty, and recruiters at a business school in southern California. Further studies can determine whether differences in attitudes from those found in this study might exist.Practical implications - It is important that students develop basic employability skills prior to entering the workforce, since remedial training on the job could impede career advancement.Originality/value - The first part of this study utilized a triangular approach to survey three distinct groups of respondents– graduates, the faculty who taught them, and the human resource managers who recruited them– concerning their attitudes toward basic employability skills. In this second part of the study, the novelty utilized was structural equation modelling, which highlighted those skills that are most critical to career advancement.

Non-technical skill gaps in Australian business graduates

Denise Jackson, Elaine Chapman — 2012-01-11 00:00:00.0

Abstract

Purpose - The need for ‘job-ready’ graduates has catalysed the development of non-technical skills in higher education institutions worldwide. Continued criticism of business school outcomes has provoked this examination of non-technical skill deficiencies in Australian business graduates. Comparing findings with existing literature on skill gaps in other developed, culturally-similar economies underscores the generality of identified problems and highlights to stakeholders in undergraduate education those areas requiring curricula review.Design/methodology/approach - Two hundred and eleven managers/supervisors of business graduates and 156 business academics assessed the typical performance levels of Australian business graduates against a comprehensive framework of 20 skills and 45 associated workplace behaviours. Ratings were examined within and across the two samples and variations analysed by work area, business activity and business discipline.Findings - Some differences were detected between academic and employer skill ratings of certain workplace behaviours. Respondents agreed that although graduates are confident and proficient in certain non-technical skills, they are deficient in vital elements of the managerial skill set. There were differences in employer ratings across certain business activities and work areas but none detected in academic ratings from different business disciplines. Originality/value - Findings broadly align with literature from previous studies, highlighting the generality of presented skill deficiencies. The study suggests that although business schools are producing well-rounded graduates, they are overlooking the development of certain non-technical skills deemed essential in managers. This urges curricula reform and raises questions on who is responsible for developing work readiness in graduates. The implications of differing perceptions of graduate performance are discussed.

Using student group-work in higher education to emulate professional communities of practice

Colm Fearon, Heather McLaughlin, Tan Yoke Eng — 2012-01-11 00:00:00.0

Abstract

Purpose - To discuss the value of social learning from group-work that emulates a professional community of practice. Design/methodology/approach - A thought piece that firstly examines the role of group-work projects as part of social learning, then outlines key arguments for social learning based upon applying a ‘communities of practice’ approach and finally, discusses the experience of a leading UK university in light of the ‘C4P’ communities of practice framework (Hoadley and Kilner, 2005). Some reflections are offered to help practitioners and academics who wish to adopt a similar approach. Findings - Developing a ‘communities of practice' approach using group-work can promote social learning and workplace transferrable skills. We discussed five main elements of the C4P communities of practice framework in light of a group-project at a leading UK university: ‘purpose’ – to emulate an IT consultancy environment and create energy and results as part of the final year group-work project; ‘conversation and connections’ – to promote information exchange between group members through meetings, email, or wikis; ‘content and context’ – drawing upon organisational knowledge and directing groups to improve the quality of project deliverables. Some key reflections include: emulating real world practice helps develop transferrable skills; building membership of a community through simulated teamwork roles encourages motivation; group leadership helps achieve common purpose. Research limitations/implications - Practical implications - Originality/value - The paper offers a unique insight and applies a ‘communities of practice’ framework for analysing and developing group-work as part of social learning.

Good Practice in Secondary School Careers Programs – A Case Study of the Approach of one Inner City School.

Robyn Broadbent, Marcelle Nicole Cacciattolo, Theo Papadopoulos — 2012-01-11 00:00:00.0

Abstract

Purpose - Purpose Career programmes within secondary school curriculum can impact on a young person’s sense of direction and meaning in life. This paper reports on an evaluation that was conducted in 2009 of the careers programmes in one secondary college in the Western suburbs of Melbourne. Design/methodology/approach - Design/methodology/approach The research team utilised a multi-method approach collecting 273 surveys and undertaking both focus groups and interviews ensuring the voices of young people were at the centre of the work. Findings - Findings Innovative careers and transition programmes create opportunities for young people to plan for their future. Similarly the absence of established careers programmes can compound the disadvantage that some students experience. The findings evidence how important it is for schools to support inclusive classrooms that enable young people to make informed decisions about their career pathways. Research limitations/implications - Research limitations/implications (if applicable) The research findings were used to form a model of good practice and highlight the transformational impact of career and transition programmes for young people. The current research explores student knowledge, confidence, attitudes and perceptions while they are still at school. A longitudinal study, tracking these same young people as they progress to tertiary education and/or employment, would enable more definitive evidence on actual transitions and the actual outcomes experienced by young people. Practical implications - Originality/value - Originality/value This paper is of value to the education sector as it looks to respond to the need to develop a more seamless approach to young people making successful transitions to further education and/or employment.

Higher education in non-standard wage contracts

Luisa Rosti, Francesco Chelli — 2012-01-11 00:00:00.0

Abstract

Purpose - To verify whether higher education increases the likelihood of young Italian workers moving from non-standard to standard wage contracts.Design/methodology/approach - We exploit a data set on labour market flows produced by the Italian National Statistical Office by interviewing about 85,000 graduate and non graduate individuals aged 15-29 in transition between five labour market states: Standard Wage Employment; Non-Standard Wage Employment; Self-Employment; Unemployment; Inactivity. From these data we constructed an average six-year transition matrix whose coefficients can be interpreted as probabilities of moving from one state to another over time.Findings - As we find evidence for the so-called stepping stone hypothesis (that is an higher probability of moving to a permanent job for individuals starting from a temporary job), we expect graduates to be more likely to pass from non-standard to standard wage contracts than non-graduates, because the signalling effect of education is enhanced by the stepping stone effect of non-standard wage contracts. Nevertheless, we find that non-standard wage contracts of graduates are more likely to be terminated as bad job/worker matches.Originality/value - This paper adds to the empirical literature on the probability of young workers moving from non-standard wage contracts to a permanent job. By separating graduates from non-graduates, we find that education reduces the likelihood of passing from non-standard to standard wage contracts. We interpret this result as evidence of the changing labour market that makes more difficult to infer the productivity of graduates than for non-graduates.

From Chalk and Talk to Walking the Walk: Facilitating Dynamic Learning Contexts for Entrepreneurship Students in Fast-tracking Innovations

DAVID GILBERT — 2012-01-11 00:00:00.0

Abstract

Purpose - This paper examines the notion of designing and developing applied, industry-engaged learning environments that embrace ambiguity and uncertainty in overcoming pedagogical inertia in educating young entrepreneurs and innovators. The research reported on proposes a solution to the dual expectations of producing entrepreneurship graduates that can either hit the ground running in driving innovation for employers or create, launch and sustain their own ventures.Design/methodology/approach - The research is longitudinal in nature employing a mixed methods approach using both quantitative and qualitative instruments in measuring outcomes along with development and validation of the proposed CSA scale.Findings - Significant triangulated evidence is provided that validates the proposed dynamic, industry-engaged learning model. The skill and capability development of the Entrepreneurship students as well as the positive impacts upon self-confidence and self-efficacy supports the approach adopted in moving beyond the business planning paradigm into rapid innovation prototyping. Research limitations/implications - The paper reports on one program within an undergraduate Entrepreneurship degree at one Australian university. Therefore, the suitability for adoption of the proposed model will be subject to factors germane to particular contexts. Practical implications - The research provides direction for designing and managing collaborative industry-engaged learning programs for students of Entrepreneurship and Innovation. Critical elements of the learning process are identified that foster contexts for producing Entrepreneurship graduates that are both highly valued by employers and capable of launching and sustaining innovative new businesses. Originality/value - The Innovation Fastrack Program reported on in this paper is ground-breaking in the way it engages industry, promotes rapid and deep learning contextualised by creativity, curiousity, uncertainty and volatility and in the way it fosters social interaction in dealing with real world problems and opportunities.

Undergraduate management students’ perceptions of what makes a successful virtual group

Rod Gapp, Ron Fisher — 2012-01-11 00:00:00.0

Abstract

Purpose - There are a number of factors that are essential to understanding the pedagogy, learning and knowledge requirements of developing virtual platforms for delivering effective course interaction using the World Wide Web (the web). This research focuses on web-based group work amongst undergraduate management students, during a two-year study investigating the development of virtual groups as an important problem solving and learning enhancement process. Design/methodology/approach - This study is based on the identification of successful groups undertaking undergraduate management courses, where group work is a compulsory component of the course assessment. Focus groups are used to collect a broad qualitative understanding of perceptions of students in relation to success factors. Lexical analysis is then used to analyse data. Findings - Lexical analysis provides four clear clusters that the subjects consider are essential to group learning and performance. The outcomes of the findings link directly back to the design of learning activities and the future direction of the research.Originality/value - Value is created as it advances use of the web from one of information dissemination to one of engagement and learning enhancement.

Students’ Perception of Industrial Internship Programme

Sumathi Renganathan, Zainal Ambri Abdul Karim, Su Li Chong — 2012-01-11 00:00:00.0

Abstract

Purpose - An important aspect of an academic curriculum in higher learning institutions for technical disciplines is the industrial internship programme for students. This paper investigates the students’ perception of the effectiveness of an Industrial Internship programme offered by a private technological university in Malaysia.Design/methodology/approach - Utilising a case study approach, the data for this study was collected though a survey questionnaire. The questionnaire gauged students’ perception of their 8-month internship programme.Findings - The students rated the industrial internship programme favorably. Generally students viewed the learning through practical experience during the internship positively. In addition factors related to the organisers’ operational and administrative efforts and the role played by the host company were also identified as important in determining the success of the industrial internship programme.Originality/value - Industrial internship programmes in respective universities vary according to various needs. By sharing the findings in this case study, other institutions with similar or different industrial internship programmes can benefit from the information discussed in this paper.

Unforeseen outcomes: Does poorly-resourced literacy tutoring reinforce apprentices’ low literacy?

Frank Sligo — 2012-01-11 00:00:00.0

Abstract

Purpose - This study set out to explore the challenges faced by tutors who were providing remedial literacy support to New Zealand apprentices.Design/methodology/approach - As part of a wider, triangulated study of employers, tutors, apprentices, and industry training coordinators, we undertook a qualitative analysis of ten in-depth interviews with apprentices’ literacy tutors.Findings - Three issues strongly affected what tutors could achieve for their students. First, tutors experienced substantial role ambiguity; second, apprentices were working in oral and experiential modes more than in print-literate modes; and third, tutors found they had to employ an instrumental approach to their teaching in response to the situation they encountered. For example, this often meant serving as a scribe for their student rather than being able to focus on building the apprentice’s print literacy.Research limitations/implications - It is possible that the difficult situation faced by these literacy tutors may be replicated in similar situations where funding is insufficient to build competence in literacy.Practical implications - The constraints on what the tutors could actually achieve within tight funding limits meant that most students, while on track to successfully complete their apprenticeship, still remained of low print literacy.Originality/value - The study reveals how tutors’ instrumental approach ran counter to their traditional ethical stance associated with building empowered, competent citizens who could participate fully in their civic, social and economic settings. It also shows how this literacy support enhanced the apprentices’ confidence, yet they probably became further reinforced in their little-changed oral work culture.

Improving User Satisfaction via a Case-Enhanced E-learning Environment

Hye Jeong Kim, Susan Pedersen, Moira Baldwin — 2012-01-11 00:00:00.0

Abstract

Purpose - The purpose of the study was to examine students’ experiences with a case-enhanced e-learning environment in a higher-education institute. Design/methodology/approach - Sixty-seven graduate students volunteered to take part in this experiment. The participants were assigned to treatment groups using tutorial with case-based learning module or comparison groups using tutorial only. They completed a background survey, a technological proficiency survey, a pre- and post-knowledge test, and a learner perception survey of the e-learning environment.Findings - The present study found a significant increase in the level of domain knowledge in both a tutorial-only group and a tutorial with case-based learning (CBL) module group. The tutorial with CBL group scored significantly higher on learners’ perceptions of the e-learning environment in terms of ease of use, satisfaction, and usefulness. In addition, the results of the use of a case-based learning module based on individual differences such as gender, degree level, and information technology self-efficacy are discussed.Research limitations/implications - Practical implications - Designing an elearning environment for adult learners needs to consider their needs and motives. Adult learners who have specific learning goals tend to be more satisfied with an interactive and supportive e-learning environment using real cases, rather than sequential and less flexible e-learning only.Originality/value - This paper describes an e-learning system including the case module to enhance learner’s satisfaction and knowledge. This study contributes to the literature on case-based learning in adult learning and higher education context and in the design of practical learning environment for user satisfaction.

Individual Entrepreneurial Orientation: Development of a Measurement Instrument

Dawn Langkamp Bolton, Michelle D. Lane — 2012-01-11 00:00:00.0

Abstract

Purpose - The purpose of this research is to develop a measurement instrument for individual entrepreneurial orientation to be used to measure the entrepreneurial orientation of students and other individuals. Design/methodology/approach - A measure of Individual Entrepreneurial Orientation (IEO) was generated, validated, and then tested on 1100 university students. The items for the scale were based on the definitions of the five entrepreneurial orientation dimensions presented by Lumpkin and Dess (1996). Final analysis of the IEO items using exploratory factor analysis resulted in reliable and valid measures for three of the dimensions. Findings - The scale development process for Individual Entrepreneurial Orientation (IEO) resulted in three distinct factors that demonstrated reliability and validity: Innovativeness, Risk-taking, and Proactiveness, which statistically correlated with measures of entrepreneurial intention. Research limitations/implications - The study comprised of students at one university in the central southern United States and should be extended to other regions of the country and world, as well as to non-students for greater generaliseability.Practical implications - An individual-level entrepreneurial orientation measurement instrument can be used to assist in entrepreneurship education and in student team and project assignments. It has value as a factor of influence in determining educational training for various decisions such as career choices and business endeavours. IEO also could be used by venture capitalists who are considering supporting business proposals and by individuals who want to assess the strength of their orientation towards entrepreneurship. Originality/value - This study contributes to the measurement of entrepreneurial orientation of individuals and can be used to help with student education and business training.

Industrial Training of Construction Students: Perceptions of Training Organizations in Ghana

Joshua Ayarkwa, Emmanuel Adinyira, Dickson Osei-Asibey — 2012-01-11 00:00:00.0

Abstract

Purpose - The industrial training component in a university’s curricula adds tremendous value to a degree programme by enhancing the employable skills of graduates. This paper assesses the perception of organizations that have trained construction students from the Department of Building Technology of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, as part of its industrial training programme.Design/methodology/approach - Through a structured questionnaire survey of 120 organizations which have offered industrial training to construction students in the Accra, Kumasi and Cape Coast metropolitan areas of Ghana, the paper assessed industry’s views on issues relating to the nature and objectives of industrial training, preparation towards training, performance of students during training, effectiveness of the training and areas of improvement. Data collected through the survey was analyzed using largely descriptive statistics and content analysis.Findings - In the opinion of the training organisations, industrial training exposes students to real work environment and helps them to apply theory to practice. During industrial training, the trainees showed high level of performance achievement in their ability to carry out instructions, ability to function as team players and ability to apply knowledge gained from the university among others. They however showed a low level of performance achievement in negotiation skills, independence, social and multi-racial awareness and ability to make decisions. Major areas requiring improvement in the way industrial training is currently organised include: the need for learning institutions to provide guidelines for industrial training for use by host organisations and to monitor trainees during industrial training; training organisations should design training programmes which emphasise all competencies, appoint industrial supervisors and submit industrial feedback to learning institutions. Research limitations/implications - The findings from the study will not only make industrial training programmes in Ghana and other developing countries more effective and successful towards the improvement of skills of trainees and thereby increase their chances of employment after graduation but also provide a reliable source of highly skilled and educated workforce and an expanded pool of qualified future employees. Practical implications - The results of this study and the recommendations suggested by the organizations can help improve the effectiveness of industrial training programmes of universities, especially those in developing countries, to improve the skills of trainees and increase their chances of employment after graduation.Originality/value - The paper provides a basis for enhancing and developing effective IT practices as well as serves as indicators for evaluating existing IT practices in Ghanaian and other universities in developing countries to positively influence future employees of the construction industry.