Employer development of professional capabilities among early career workers and implications for the design of work-based learning

Jackson, Denise; Shan, Hairong; Meek, Stephanie

doi:10.1016/j.ijme.2022.100692

Cited by 16 publications

(13 citation statements)

References 49 publications

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“…Possibilities for further professional advancement were reported to be an essential aspect of occupation in terms of work orientation. Studies have previously reported the tendency of employers to ll capability de cits in their employee's performance by facilitating further training not limited to work-based learning (35) but also offering tuition assistance and study leaves (36) for continuing education courses or degrees. It has been realized that the young generation of employees is more likely to be retained in organizations that allow them to be engaged in their career development plan, as this directly contributes to their job satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Level of satisfaction with the learning environment and transition to employment among health professions graduates at a Ugandan medical school

Ngonzi,

Kintu,

Muganzi

et al. 2023

Preprint

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Background: To ensure training quality, medical training institutions must provide adequate learning environment and prepare trainees for work but there is research paucity on the subject. We determined the level of satisfaction with the learning environment and transition to employment among graduates of a Ugandan medical school. Methods: We conducted an online cross-sectional survey among graduates of Mbarara University of Science and Technology medical school in Uganda, graduating between 1995 and 2020 between March - November 2022. We used Likert scales to measure satisfaction with the learning environment and assessed relevance of the training in transition to the job market. Participants were reached by snowballing and data was analyzed using R-Studio. Results: A total of 361 graduates responded to the survey. Majority were male (72%) and reported having formal employment (94%). Most (57.4%) of the graduates were satisfied with the quality of teaching at medical school. In contrast, fewer graduates (31.2%) were satisfied with the state of the infrastructure at the university and the opportunities available to influence medical school policy. Majority (85%) utilized the knowledge and skills acquired at university in their current job and 75% were satisfied with their ability to perform well under pressure. However, only 37% and 25.4% reported that the medical school supported them in internship and employment search. Conclusion: Students were satisfied with the teaching quality at the University and ability to perform well at their jobs but gaps exist in infrastructure and preparation for transition to jobs. Hence a need to improve infrastructure.

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Section: Discussionmentioning

confidence: 99%

Level of satisfaction with the learning environment and transition to employment among health professions graduates at a Ugandan medical school

Ngonzi,

Kintu,

Muganzi

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…When organizations provide opportunities for career development and staff training, create the organizational culture for tackling work-related challenges (Carvajal-Arango et al, 2021), staff develop organizational attachment, which ultimately enhances the quality of performance. To be productive at the workplace, staff need to develop enterprise behaviors attuned to the context of their organization (Jackson et al, 2022), which might be difficult to attain without the support of the organization. The organizational support also stretches to other aspects of staff well-being, such as adequate allocation of time slots for task completion, health and safety issues, work hours, proper provision with materials and resources required for work, offers to acquire new knowledge at the workplace, communication environment, etc.…”

Section: Literature Reviewmentioning

confidence: 99%

Sustainable Higher Education Management: Career Drivers of Academic Staff

Dehtjare,

Uzule

2023

Journal of Teacher Education for Sustainability

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The quality of higher education (HE) is dependent on many factors, including the quality of teaching. As any profession, teaching is based on internal values and motives of individuals. The goal of the research is to identify the most dominant career drivers of academic staff based on their career motives and values in order to provide HE managers with information relevant to academic staff engagement policies to enable shaping of sustainable education policies at higher education institutions (HEIs). The research goal is grounded in the purpose of human resource management that is designed to stimulate certain employee behavior so that employee actions and intentions could be aligned with corporate strategic goals. If there is a wide gap between the needs and interests of employees and their employer, employee productivity gradually declines, thus decreasing the competitiveness of an organization. The following research question has been formulated: Is there a discrepancy in values between academic staff and managers of HE, who create the work environment for the academic staff? To attain the goal of the research, university lecturers from Ukraine completed Schein’s questionnaire online in 2021, while in 2023 middle- and senior managers of universities from Ukraine, Latvia, and Lithuania were asked to prioritize career drivers for academic staff. Both groups ranked technical / professional competence and service / dedication to a cause as primary priorities. However, the value of security / stability was prioritized only by academic staff, while autonomy / independence and entrepreneurial creativity were selected by HE managers. The research outcomes indicate converging and diverging points in opinions on the career drivers of academic staff. Having this knowledge, HE managers are in a better position to modify the academic workplace to stimulate academic productivity, and enhance business models and quality assurance policies at their institutions on the path towards Sustainable Development Goal 4 “Quality Education”. The diversity of opinions both within and between the groups of academic staff and HE managers supports the need to design human resource management policies consistent with the theory of personalized human resource management for higher productivity. The findings of the study contribute to the global discussion of career drivers of teachers by providing evidence in support of the increasing importance of professional (technical) competences and creative abilities for quality education.

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“…Collaborative learning approaches that integrate the workforce consistently demonstrate their effectiveness in enhancing students' problem-solving abilities and interpersonal skills. [2], [13], [14]. However, with the development of technology and changes in the workforce, there is an increasing need to increase synergy between the workforce, students, and lecturers in collaborative learning [15], [16].…”

Section: Introductionmentioning

confidence: 99%

The synergy between workforce, students, and lecturers in collaborative learning

Marsofiyati,

Solihatin,

Situmorang

2024

IJERE

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This research focuses on applying technology in collaborative learning, specifically through online platforms that connect students and the workforce. It is objective is to enhance synergy among the workforce, students, and educators to improve learning quality. The case study methodology follows Creswell’s qualitative approach with five key steps: planning the case study; data collection; analysis; result interpretation; and reporting. The research explores innovative online platforms to create a comprehensive and diverse learning experience. Technology enables access to materials, virtual classrooms, e-books, mobile learning, and internship programs, fostering flexible and engaging education. Collaborative learning with workforce participation enhances effectiveness and skills. Students gain work experience related to their fields through active interaction with practitioners. At the same time, educators refine teaching methods and understand workforce demands-the synergy among the workforce, students, and educators’ mutually beneficial relationships. The workforce leverages student resources for problem-solving and innovation, while students enhance their networks. Educators gain input for curriculum improvement. The research enhances education quality, prepares students for the dynamic workforce, and aligns educational programs with industry demands. It emphasizes the importance of collaborative learning, integrating online platforms to increase skill development.

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Employer development of professional capabilities among early career workers and implications for the design of work-based learning

Cited by 16 publications

References 49 publications

Level of satisfaction with the learning environment and transition to employment among health professions graduates at a Ugandan medical school

Level of satisfaction with the learning environment and transition to employment among health professions graduates at a Ugandan medical school

Sustainable Higher Education Management: Career Drivers of Academic Staff

The synergy between workforce, students, and lecturers in collaborative learning

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