Fostering soft skills in project-oriented learning within an agile atmosphere

Chassidim, Hadas; Almog, Dani; Mark, Shlomo

doi:10.1080/03043797.2017.1401595

Cited by 31 publications

(23 citation statements)

References 12 publications

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“…• сравнение эффективности используемых методов и приемов, например, командной работы и проектной деятельности [37]; дебатов и ролевой игры в развитии критического мышления и коммуникативных навыков [38];…”

Section: результаты исследованияunclassified

Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)

Tsalikova

Пахотина

2019

Obraz. nauka

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Introduction. In today’s world, professionals in any sphere of occupation should have soft skills in order to be in demand in the labour market, to quickly build a career and to achieve personal success. Soft skills involve: skills to communicate, to think creatively and unconventionally, to work in a team and to take responsibility, to organise own time effectively and to adapt quickly in new situations, etc. Therefore, it is necessary to be an owner of social qualities, which are commonly referred to as universal competencies, aimed at to finding optimal balanced solutions in a wide range of daily professional tasks. These skills are not quantifiable and are not generally described in job descriptions, but precisely these skills ensure high efficiency and productivity in any industry. In Western countries, the issues and strategies for soft skills formation in different categories of population have been studied for quite some time. Recently, these problems have become much more common among Russian scientists. The growing relevance of this issue is related to the changes in educational system, the changes in educational and personal guidelines, and the requirements for professional activities. This article is an overview of scientific Russian and foreign publications devoted to the aspects of soft skills development.The aims of the present research are the following: to identify the main trends in the study of soft skills and the possibilities for their acquisition by a person; to find out the similarities and differences between Russian and foreign studies; to determine the most promising scientific inquiry.Methodology and research methods. The study is based on the comparative-historical method. The authors used content-analysis and comparative analysis of documents, articles and results of statistical reports in international databases of Scopus and Web of Science within the period from 1975 to March 2019.Results and scientific novelty. For the first time, the authors conducted retrospective panoramic review of publications on soft skills, systemised additional information concerning the topic under discussion and identified the similarities between existing problems in different countries: lack of appropriate attention to soft skills development when designing educational programmes; insufficient involvement of employers in this process; complexity of the process of observing and evaluating soft skills; difference between the set of competencies acquired by graduates during studies with expectations and demand in the labour market, etc. Diverse ways of soft skills development are offered: organisation of special courses taught out of the subject context (which have already shown their inefficiency), mastering soft skills in parallel with the process of subject-based training or through the potential of particular disciplines. The international scientific community agrees with the statement that educational programmes, in any case, need to be refocused on the soft skills development. However, the general trend is the presentation in most studies of local statistical results, rather narrow professional topics of research and limited time (1–2 academic years). Concerning methodological tools for measuring universal social skills, both Russian and foreign authors prefer case study, classroom research and questionnaires.In general, Russian pedagogical science demonstrates the same vector of development as foreign science, but passes the same stages as other countries with a lag. The only significant difference was found in the research topic: according to the publications of Russian scientists, little attention is given to the problem of migrants’ soft skills. Indeed, the issue of soft skills development is one of the most relevant problems abroad. This can probably be attributed to the specifics of migration processes: for instance, many foreign citizens with completely different cultural and religious mentalities arrive in the European Union; on the contrary, Russia is migrated mainly from former Soviet republics, wherein people are close to the Russians in emotional intelligence.Practical significance. The results of the analytical review allow the scientific and pedagogical community to obtain a comprehensive picture of the main trends in studying the problems of soft skills development and to identify priority directions of further research.

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Section: результаты исследованияunclassified

Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)

Tsalikova

Пахотина

2019

Obraz. nauka

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“…A number of scientific researches confirm the opinion of employers about the need for soft skills of both technical specialists (Pezer, 2015;Mardis et al, 2018;Fernández-Sanz et al, 2017;Chasidim et al, 2018;Brooks et al, 2018;Chowdary, 2014) and representatives of creative professions (Sisson & Adams, 2013;Gale et al, 2017). But still the problem of forming soft skills among students, majoring in Science and non-philological subjects, seems to be more relevant.…”

Section: Introductionmentioning

confidence: 96%

“…Studies in the field of soft skills are still carried out. The subject of the study is the diagnosis and evaluation of soft skills (Balcar et al, 2018;Mohamed et al, 2017;Brooks et al, 2018;Devedzic et al, 2018); the use of various approaches, methods and techniques, for example, interdisciplinary design work (Vogler et al, 2018), group work (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); the development of some certain skills, for example, collaboration skills (Kaburise, 2016;Al-Araidah et al, 2018), critical thinking (Espey, 2018), etc.…”

Section: Introductionmentioning

confidence: 99%

“…Group work as a means of forming soft skills have exceptional potential (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); it derives from the very definition of the concept of soft skillsa complex of social and communication skills that ensure effective communication and teamwork. The terms of "hard skills" and "soft skills" appeared as an analogy to computer terms "hardware" and "software" and were later extrapolated to the social sphere from economics and business (Cambridge Dictionary, Collins Dictionary).…”

Section: Introductionmentioning

confidence: 99%

“…Group work makes it possible to form and develop the skills of teamwork, communication and critical thinking (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018) in the most natural way.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Tsalikova¹,

Пахотина²

2019

Preprint

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The article contains theoretical grounds and experimental verification of using academic role-playing games at classes of Foreign Language in order to form soft skills of students, majoring in non-philological subjects. The purpose of the article is to analyze the effectiveness of using this form of work at university classes for the formation of soft skills of students and to monitor the correlation between these skills. The methodological basis of the study was the communicative and competence-based approaches in teaching foreign languages. Research methods include questioning, observation, expert assessment and testing. The obtained data were subjected to statistical analysis using Kolmogorov-Smirnov’s test, Pearson’s χ² test and Spearman’s rank correlation coefficient. Academic role-playing games have shown their effectiveness as a means of forming soft skills of students, majoring in non-philological subjects, in case of following such fundamental principles as: using the language as an integral system but not as a set of grammatical and lexical phenomena; using language as a means of communication, and, consequently, a teacher`s making educational materials and tasks, focused on the content of communication, but not on the formal characteristics; creating practice-oriented situations in the classroom that train social skills, but not just subject knowledge and skills. The article presents a description of training materials, tasks, methods and forms of work for the formation of students’ soft skills.

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Design Engineering as a Means to Enhance Student Learning in Addressing Complex Engineering Challenges

Namasivayam

Fouladi

Tien

et al. 2019

Design Education Today

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Fostering soft skills in project-oriented learning within an agile atmosphere

Cited by 31 publications

References 12 publications

Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)

Scientific Research on the Issue of Soft Skills Development (Review of the Data in International Databases of Scopus, Web of Science)

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

Design Engineering as a Means to Enhance Student Learning in Addressing Complex Engineering Challenges

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