Employability: The missing voice: How student and graduate views could be used to develop future higher education policy and inform curricula

Higdon, Rachel

doi:10.1177/1757743816653151

Cited by 33 publications

(23 citation statements)

References 13 publications

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“…In the works of foreign scientists (Hanes, Kemper & Mulhern, 1986;Elliston, 1988) the problems of the design of educational programs providing a high level of practical training for students under the programs of pedagogical, engineering, and managerial education are analyzed. Notes the importance of taking into account the position of students, their professional perspectives in the design of higher education educational programs (Hendel, 1985;Higdon, 2016).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Higher Education Curricula Designing on the Basis of the Regional Labour Market Demands

Cai

Youngblood

Khodyreva

et al. 2017

EURASIA J MATH SCI T

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The relevance of the research problem is reasoned by the need to develop conceptual approaches and technologies for designing educational curricula based on current and prospective order for specialists' training from educational services' consumers -regional entities of the labor market. The goal of the article lies in justification of the concepts and techniques of educational curricula designing that are based on joint activities of the University and employers to determine the needs in employees for the regional labor market; to formulate requirements on the basis of professional standards to the qualification characteristics of graduates; to develop the content of the basic professional educational curricula. Leading research methods for this problem were: pedagogical modeling and design, study of the universities' experience, questionnaires, pedagogical experiment, as well as methods of mathematical statistics, which allowed completely, explore the effectiveness of educational curricula design and carry out their correction taking into account the requirements of the regional labor market. The article reveals the concept and technology of educational curricula designing, including pre-project analysis; definition of design idea and construction of the curriculum concept; development of the content and main components of the curriculum and its testing; assessment of the design effectiveness. The role of the regional labor market's entities at different stages of high educational curriculum development is justified. The materials of the article can be useful for the universities' development of the basic professional educational curricula, the basic and optional parts' content of educational curricula; at curricula and projects' development in the sphere of professional education.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Higher Education Curricula Designing on the Basis of the Regional Labour Market Demands

Cai

Youngblood

Khodyreva

et al. 2017

EURASIA J MATH SCI T

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“…As student identities are reframed in marketized terms, that is, as 'customers' and 'consumers' of HE, the implication is that students have higher expectations of what they should receive from universities (Guolla 1999;Rolfe 2002;Mark 2013). 'Value for money' becomes akin to a 'gold standard' for Higher Education Institutions wishing to maintain their competitive advantage in an ever-expanding market (Wilkins et al 2012;Dean and Gibbs 2015;Higdon 2016). If universities do not meet or exceed student expectations-a prerequisite for positive evaluations of service quality (Alves and Raposo 2009)-then complaints are likely to be made, whether this is done informally via word of mouth or more formally through an array of procedures and regulatory bodies (Khoo et al 2017).…”

Section: The Rise In Numbers Of Student Complaintsmentioning

confidence: 99%

3. Student Complaints: Performative or Passionate Utterances?

Fulford¹,

Skea²

2019

Philosophy and Theory in Higher Education

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In a well-documented case from late 2016, Oxford University graduate, Faiz Siddiqui, sued his alma mater, claiming that the “appallingly bad tuition” he received cost him the first-class degree that he felt he should have received. In tracing how the rise in such complaints seems ineluctably linked to the increasing commodification of the sector, we ask what it means for a student to express her voice within the university. In doing this, we draw a contrast between the (safety of the) formal procedures to which many students resort when making a complaint, and the possibilities of addressing issues in a face-to-face encounter. To understand the differences in these two approaches, we make an unusual move to consider the work of J. L Austin (1962). We then outline Stanley Cavell’s criticisms of the formal procedures that underlie such utterances. We suggest that a commitment to passionate utterance along Cavellian lines, highlights not only the place of emotion in a complaint, but also the responsibility, and answerability, of each party to the other.

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“…This setting is traced in the studies that justify the need for a more active role of key participants in the decision-making process [8]. It is concluded that feedback is important not only for trivial issues, but also for the development of the educational system as a whole, including the content and the trend of innovative educational projects [9]. This approach is designed to improve the quality of educational services, and, accordingly, the performance of schoolchildren [10].…”

Section: Introductionmentioning

confidence: 99%

Assessment of the innovative potential of Moscow schools: limitations and development resources

Rogach¹,

Ryabova²,

Frolova³

2020

P Sci Edu

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Оценка инновационного потенциала московских школ: ограничения и ресурсы развития Актуальность оценки инновационного потенциала российских школ связана с новыми вызовами, стоящими перед школьным образованием сегодня. Усиление тенденций цифровизации, переход на дистанционное обучение, а также сохраняющаяся необходимость выявления и поддержания талантливой молодежи вызвало необходимость изучения ограничений и ресурсов инновационного развития школьного образования. Методы исследования. В анкетном опросе приняли участие учителя московских школ (N=325) и родительская общественность (N=790), что позволило представить комплексную оценку инновационного потенциала столичных школ. В целях верификации полученных данных, результаты исследования подкреплены материалами фокус-групп. В результате проведенного исследования установлено, что отсутствие научной проработки внедряемых инноваций (47,2%), что определило необходимость создания «научных сетей» (78,3%). Для 57,2% учителей участие в реализации инноваций рассматривается как механизм их личностного и профессионального развития, который вместе с тем сопровождается усилением отчетности (53,8%), существенным увеличением нагрузки (54,6%). 49,2% учителей видят прямую зависимость между развитием рыночных отношений в сфере образования и развитием инновационного потенциала московских школ, что рассматривается учителями в позитивном ключе. В свою очередь, родители московских школьников неоднозначно оценивают инновационной потенциал школьного образования: 64,2%-выражают настороженное отношение к инновациям, 41,1%-считают, что внедрение инноваций увеличивает загруженность учащихся. По мнению 60,1% родителей, школьные инновации не формируют стремление к творчеству и знаниям. Решением возникших дисфункций, по мнению родителей, может стать расширения форм участия общественности в определении стратегических точек роста в рамках инновационного потенциала образовательных учреждений (52,7%), применение механизма социального партнерства (46,6%).

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Employability: The missing voice: How student and graduate views could be used to develop future higher education policy and inform curricula

Cited by 33 publications

References 13 publications

Higher Education Curricula Designing on the Basis of the Regional Labour Market Demands

Higher Education Curricula Designing on the Basis of the Regional Labour Market Demands

3. Student Complaints: Performative or Passionate Utterances?

Assessment of the innovative potential of Moscow schools: limitations and development resources

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