Career Development Practice: Facilitating Work-Integrated Learning in Higher Education

Smith, Martin; Brooks, Sally; Lichtenberg, Anna; McIlveen, Peter; Torjul, Peter; Tyler, J Tagliaferro

doi:10.1177/103841620901800210

Cited by 12 publications

(10 citation statements)

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“…The tenth hypothesis ( MCL → SCHC → PE ) reveals partial mediation of scholastic capital between the relationship of micro-credential learning and the perceived employability is accepted ( β = 0.074, p < 0.002). Our results are consistent with the results of previous studies (Smith et al ., 2009), the findings established that scholastic capital partially mediates the association between micro-credential learning and perceived employability. Students can develop new skills and knowledge through micro-credential learning that can significantly boost their scholastic capital (Donald et al ., 2019).…”

Section: Discussionsupporting

confidence: 94%

Impact of micro-credential learning on students' perceived employability: the mediating role of human capital

Zou,

Ullah,

Qazi

et al. 2023

IJEM

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PurposeThis paper examines the influence of micro-credential learning on students' perceived employability. In addition, the study aims to explore different components that will help students to gain knowledge, enhance their careers and develop their human capital (social, cultural and scholastic capital). Hence, the study also analyzed the mediating role of human capital on the aforementioned association.Design/methodology/approachExplanatory research was conducted by utilizing a correlational research design. A questionnaire comprising of closed-ended items was utilized in the study. The data was analyzed by employing PLS-SEM technique.FindingsOur findings stipulate that micro-credential learning is an essential component to improve students' perceived employability. The study identified that micro-credential programs have a positive relationship with students' perceived employability. Moreover, the findings that micro-credential learning significantly impacts students' human capital, i.e. cultural, social and scholastic capital. Additionally, human capital acts as a significant mediator in the relationship between micro-credential learning and students' perceived employability. Moreover, participation in micro-credential learning can ensure that students can identify diverse career directions, seek information about the labor market and educational system, attain relevant qualifications for their vocations, and develop a plan for their future.Originality/valueMicro-credential programs are short and focused educational programs that offer specialized knowledge and skills in a particular area. These programs are becoming increasingly popular in the modern workforce to upskill or reskill quickly and efficiently. However, lack of empirical evidence is the ultimate gap in determining the importance of micro-credential learning; as the limited literature is unable to determine the importance of MCL on students' perceived employability. Thus, the study identifies the impact of micro-credential learning on students' perceived employability.

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Section: Discussionsupporting

confidence: 94%

Impact of micro-credential learning on students' perceived employability: the mediating role of human capital

Zou,

Ullah,

Qazi

et al. 2023

IJEM

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“…Limited resources and equipment can restrict the quality and scope of practical training provided during the OJT program. In line with this, a study bySmith and Brown (2019) titled "These studies provide insights into the challenges faced during OJT program implementation. They underscore the importance of addressing issues related to support from supervising staff, limited resources, equipment availability, and time constraints.…”

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confidence: 89%

Strengthening School Food Service Management: A Comprehensive on-the-Job Training Approach for Btled Students: Evaluating Effectiveness, Overcoming Challenges, and Promoting Sustainable Practices for Improved Efficiency

Marilyn M. Soliman

2024

epra

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This study aimed to investigate the effectiveness of strategies employed during the implementation of an On-the-Job Training (OJT) program. A cross-sectional survey design was used to gather data from 144 respondents. The study assessed the effectiveness of five key strategies, including seeking support and guidance from school administrators, utilizing resources provided by the educational institution or program, seeking guidance from mentors or experienced professionals, problem-solving and decision-making skills, and collaborating with fellow trainees. The respondents rated each strategy on a scale ranging from 1 (Not effective at all) to 5 (Highly effective). The data were analyzed using descriptive statistics, including mean ratings and an overall weighted mean. The findings revealed that all five strategies were perceived as highly effective in overcoming challenges during the OJT program implementation, with mean ratings ranging from 4.33 to 4.47. The results suggest that effective support and guidance from school administrators, utilization of available resources, mentorship and guidance from experienced professionals, problem-solving and decision-making skills, and collaboration with fellow trainees are important factors in ensuring the success of OJT programs. The study contributes to the understanding of effective strategies in OJT program implementation and provides insights for educational institutions and organizations involved in workforce training and development. KEYWORDS: On-the-Job Training, effectiveness, strategies, support and guidance, resources, mentorship, problem-solving, decision-making, collaboration

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“…I think it sets us up to have a good chance to do well in interviews, I mean, for jobs' (GR3). Being able to articulate clearly the theoretical underpinnings of their practice in schools, is noted by Fletcher et al (2009) and Smith et al (2009) as vital components for success.…”

Section: Professional Experiencementioning

confidence: 99%

Retention and Attrition of Students in Higher Education: Challenges in Modern Times to What Works

Maher¹,

Macallister²

2013

HES

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Retention and attrition rates in higher education have long been a focus of research. This paper presents findings of a single case study, undertaken in a School of Education, which identify important strategies that have led to attrition of five to eight per cent, compared with 18 per cent cross the education sector in Australia (Department of Education, Science and Training, 2004). Findings include: individual admissions interviews, funding of an Associate Dean Pastoral Care, course coordinators providing continuity of support, easy access for students to academic staff, well-supported, extended professional experience, senior staff lecturing undergraduates, congruence between co-curricular supports and the educational framework, and comprehensive mentoring of new students. Finally, sustainability of these strategies in modern times is discussed.

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Career Development Practice: Facilitating Work-Integrated Learning in Higher Education

Cited by 12 publications

References 0 publications

Impact of micro-credential learning on students' perceived employability: the mediating role of human capital

Impact of micro-credential learning on students' perceived employability: the mediating role of human capital

Strengthening School Food Service Management: A Comprehensive on-the-Job Training Approach for Btled Students: Evaluating Effectiveness, Overcoming Challenges, and Promoting Sustainable Practices for Improved Efficiency

Retention and Attrition of Students in Higher Education: Challenges in Modern Times to What Works

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