A Reference Framework for Continuous Improvement of Employability Assessment

Moldovan, Liviu

doi:10.1016/j.promfg.2020.03.040

Cited by 5 publications

(6 citation statements)

References 11 publications

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“…In addition, Shaukat, S. et.al (2020) [25] stated that teaching and learning in GCC countries requires an upgrade in terms of online teaching usage and therefore, a GCC qualification framework would support its consistency. This is in sync with Moldovan, L.'s (2020) [18] conclusion that referencing framework which includes internationally awarded degrees allows a continuous Improvement of Employability Assessment. The Arab Network for Quality Assurance Higher Education (ANQAHE) established networks in consultation with leaders of quality assurance agencies from Arab countries, which then establish Arab Qualification Framework (AQF) to support learners' progression between Arab Countries.…”

Section: National Qualification Framework and Internationalization Regulationssupporting

confidence: 53%

The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

AlDhaen¹

2020

ujer

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The Majority of Higher Education Institutes attracted international collaboration and affiliations as part of internationalization strategy. Upon hosting an academic programme, both universities must assure that the programmes are equivalent in standards, with mutual agreement upon the methodology of delivery. The purpose of this study is to share successful practices of universities that sustained hosting cross boarder academic programmes hosted by local universities with international award from the UK and USA at postgraduate level. The paper will share the method and the adapted framework to enable a long-term relationship between both HEIs, compliance with regulatory requirements, as well as addressing graduate attributes in line with both HEI's missions. This paper will also demonstrate challenges and advantages of alignment to local qualification framework to maintain the equivalency of standards that leads to a sustainable internationalization strategy. As a major conclusion, this paper will demonstrate strategic decisions that could be adapted by leaders of Higher Education Institutions, while considering International collaboration or activating an International agreement. We can analyse this by considering local regulatory requirements and alignment with National Qualification Framework as well as linking the policies and procedures to United Nations Sustainable Development Goals. The findings of this paper provide insights for leaders of Higher Education Institutions and regulators to align their frameworks and policies to support Internationalization.

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Section: National Qualification Framework and Internationalization Regulationssupporting

confidence: 53%

The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

AlDhaen¹

2020

ujer

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“…Even though different regions and industries require different sets of skills, there are common ones that can be found in almost all places and jobs. Such skills are named by Moldovan (2020) as "transversal skills" or "transversal competencies", which are illustrated in the following figure.…”

Section: Employability Skillsmentioning

confidence: 99%

“…While the above framework is established as a part of the Continuous Improvement for Employability Assessment (ASSESS) project for European countries, the U.S. Department of Education also develops Common Framework for Employability Skills based on an inventory of existing employability skills standards and assessments, as follows: In this framework, employability skills are divided into three main categories: Applied Knowledge, Effective Relationships and Workplace Skills, each of which includes sub-skills. Even though compared to the framework developed by Moldovan (2020) In Asia, not many countries have developed a complete set of employability skills, except for Singapore. The country has formulated a framework called Critical Core Skills, which comprises a total of sixteen ( 16) competencies grouped into three ( 3 Copyright by the Government of Singapore.…”

Section: Figure 2 Sub-competences Of Communication Skillsmentioning

confidence: 99%

Perceptions of Students Towards the Influence of Peer Assessment on Their Communication and Critical Thinking Skills

Hanh,

Ngan-Ha

2023

JFS

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The study aimed to investigate students’ perception towards the use of peer assessment to improve their employability skills, especially communication and critical thinking skills. To achieve this objective, a survey was conducted with the participation of 226 students at a university in Hanoi, Vietnam. They were taking the course named “Skills for University Success”, in which it was required that students made presentations and gave feedback to other groups’ performances. The analyzed data showed that students highly valued the benefits of giving and receiving peer assessment. In terms of communication skills, the majority of students agreed that through this activity, they could learn and improve their ability to convey the ideas, listen to others, and create a friendly atmosphere while giving comments. Regarding critical thinking skills, peer assessment helped students identify strengths and weaknesses of peers’ performances more quickly and correctly. The study suggested that lecturers or curriculum organizers should consider making this activity compulsory in their courses so that students can boost their employability skills.

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“…Thus, to address these research questions, comprehensive research on literature touching on transversal training was performed. The study applied scholarly articles, and a qualitative review and analysis were carried out to validate the stance on the significance of transversal skills in universities globally [4]. In this study, the notion of non-linguistic higher learning degrees enables deviation of technical to financial areas to extrapolate research findings.…”

Section: Introductionmentioning

confidence: 99%

Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

et al. 2020

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There has been a constant advance of the labour markets and permanent reorientation towards digital Industry 4.0. Yet, the environments for learning remain unchallenged when it comes to the provision of new professionals across the globe. Therefore, this has created a gap in transversal competences, which has compelled students of higher learning institutions to pursue them. The majority of higher learning institutions have emphasised transversal skills among learners and developed curriculums to accomplish these demands. The primary focus of the study was to attain integration and fusion of transversal skills into the development of specialised curriculum training for foreign language proficiency. The study applied mixed methodology techniques, which combined qualitative and quantitative methods in the study. To guarantee cohesion of the study, four research and monitoring techniques such as course dossiers, needs analysis, task-based activities and adapted competences scales were used. The outcome of the research shows findings provided by the piloting stage of the teaching experience and emphasises the need for student-based skill training.

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A Reference Framework for Continuous Improvement of Employability Assessment

Cited by 5 publications

References 11 publications

The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

The Relationship between Sustainable Internationalization Strategies and Qualification Alignments to National Qualification Framework

Perceptions of Students Towards the Influence of Peer Assessment on Their Communication and Critical Thinking Skills

Transversal Competences in Engineering Degrees: Integrating Content and Foreign Language Teaching

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