Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

Morley, Dawn A.; Jamil, Golam

doi:10.1007/978-3-030-46951-1_1

Cited by 12 publications

(7 citation statements)

References 26 publications

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“…In the context of social skills, literature on emotional intelligence (MacCann, et al 2020) suggests that individuals with high emotional intelligence, including strong social skills are better equipped to navigate interpersonal relationships and succeed in various social contexts. Career development is often linked to lifelong learning and adaptability (Morley, et. al., 2021).…”

Section: Agreementioning

confidence: 99%

Learning confidence, career planning, and adaptability of Chinese higher vocational students

Zhu

2024

IJRSE

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The purpose of this study was to investigate the learning confidence, adaptability, and career planning roles of Chinese higher vocational students, with an emphasis on how these factors affect the growth of vocational institutions and the improvement of students' employability. A survey of 400 Chinese higher vocational students, educators, administrators, and professionals was conducted using a descriptive quantitative approach. When gender was taken into account, the results showed that there was a significant difference in the responses about flexibility in interpersonal skills, but there was no significant difference in the responses about students' learning confidence and career planning based on demographic profiles. Additionally, a substantial and significant association between students' adaptability, career planning, and learning confidence was found. This implies that students who have a strong sense of self-worth and well-defined career objectives are more likely to be flexible in a variety of settings, such as the social, professional, and academic ones. This correlation highlights the significance of a comprehensive approach to student development, with a focus on career planning, academic achievement, and interpersonal skills to foster resilience and equip students for success in postsecondary vocational education. A suggested career development plan specifically designed for Chinese higher vocational students has been developed based on the study's findings. This approach seeks to maximize students' vocational education experiences and improve their prospects in the labor market by utilizing the found relationships among learning confidence, career planning, and adaptability. Vocational schools can better assist students in fulfilling their academic and career goals while promoting their general development and preparedness for the workforce by providing comprehensive attention to these important areas.

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Section: Agreementioning

confidence: 99%

Learning confidence, career planning, and adaptability of Chinese higher vocational students

Zhu

2024

IJRSE

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“…Relevance to students can help bridge the gap between academic learning and real-world applications. When coursework is relevant, students can see how the concepts they are learning can be applied to practical situations, making the learning experience more meaningful and valuable (Morley & Jamil, 2021).…”

Section: Real-world Applicationsmentioning

confidence: 99%

Using Hyperlocal Projects to Teach Entrepreneurial Skills

Syfert

2024

EMSJ

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This article presents a comprehensive exploration of employing hyperlocal projects as a pedagogical approach to teach entrepreneurship. Hyperlocal projects entail focusing on specific, localized communities to address real-world business challenges and opportunities. The study emphasizes the significance of integrating hyperlocal projects into entrepreneurship curricula, offering educators innovative methods to engage students and cultivate essential entrepreneurial skills. The paper outlines the implementation of the Madison Square Business Association project at Grand Valley State University, where students collaborated with a local non-profit to support businesses within a designated area. Through extensive data collection and collaboration with businesses, students developed persona descriptions, identified critical business issues, and proposed tailored support services. The project spanned two semesters, allowing students to iteratively refine their solutions and engage with local stakeholders. Key findings highlight the benefits of hyperlocal projects in entrepreneurship education. These projects foster critical thinking, creativity, and problem-solving skills by immersing students in real-world business contexts. Moreover, hyperlocal projects facilitate community engagement, providing students with hands-on learning experiences while addressing local economic challenges. The article also offers practical insights into the implementation of hyperlocal projects, including strategies for project planning, stakeholder engagement, and assessment. Furthermore, it discusses the implications of hyperlocal projects for future research, emphasizing the need for long-term outcome evaluations, examinations of their impact on underserved populations, comparative analyses with other educational methods, and exploration of cross-disciplinary applications. Overall, this study underscores the value of hyperlocal projects in entrepreneurship education, encouraging educators to embrace innovative teaching approaches that promote real-world problem-solving and community engagement. By incorporating hyperlocal projects into curricula, institutions can empower students to become entrepreneurial leaders equipped to drive local economic development and social change.

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“…As Gillard (2018) notes, much like the REF, the process of the TEF is not just data-driven and the narrative overview in the provider submission has a significant effect on the award bestowed. Research on the connection between EEE and the TEF is extremely limited; those papers that do exist have tended to focus on using TEF data as part of a broader conversation about the development of the entrepreneurial university, including the need to promote industry engagement in student programmes (Gray et al, 2020), an internal university culture that is embracing of change and flexibility (McKellar, 2020) and the development of lifelong learning both in and outside the curriculum (Morley and Jamil, 2021).…”

Section: Uk Excellence Frameworkmentioning

confidence: 99%

Exploring the outcomes of enterprise and entrepreneurship education in UK HEIs: An Excellence Framework perspective

Bozward

Rogers-Draycott

Smith

et al. 2022

Industry and Higher Education

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The purpose of this paper is to investigate data relating to the outcomes of enterprise and entrepreneurship education (EEE) activity in UK higher education institutions (HEIs). This is achieved via the use of data obtained from the Research Excellence Framework (REF), the Teaching Excellence and Student Outcomes Framework (TEF), the Knowledge Excellence Framework (KEF) and the Higher Education Business and Community Interaction (HE-BCI) survey. Overall, the analysis suggests, powerfully, that EEE impacts research, teaching and knowledge exchange in a variety of ways. Firstly, it shows that EEE, in terms of the REF, may be up to 46 times more impactful than other management disciplines. Secondly, with regard to TEF submissions, it highlights a positive relationship between the use of the EEE terms and the award level achieved. Finally, research also demonstrates a link between membership of certain HEI mission groups and improved KEF metrics when compared to the sector averages. There is a clear need to research how to develop successful EEE interventions and demonstrate their impact on the graduate, the university ecosystem and the wider economy. These data sources and methodology have not previously been used to develop a narrative for EEE across a university sector in the UK.

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Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

Cited by 12 publications

References 26 publications

Learning confidence, career planning, and adaptability of Chinese higher vocational students

Learning confidence, career planning, and adaptability of Chinese higher vocational students

Using Hyperlocal Projects to Teach Entrepreneurial Skills

Exploring the outcomes of enterprise and entrepreneurship education in UK HEIs: An Excellence Framework perspective

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