Ivory-tower or market-oriented enterprise: the role of higher education institutions in shaping graduate employability in the domain of science

Grotkowska, Gabriela; Wincenciak, Leszek; Gajderowicz, Tomasz

doi:10.1080/07294360.2015.1011090

Cited by 34 publications

(27 citation statements)

References 13 publications

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“…The question that we want to address is whether, as other studies propose (Lindebaum and Cartwright, 2011; Barbieri and Majer, 2012; Lindebaum, 2012), it is essential to master the emotions present in the learning process, understood as a continuum in the internalization of teaching based on a social process of enrichment, communication, and collaboration marked by orientation toward quality and continuous improvement (Miller, 2010; Avsec, 2012; Mikolajczak et al, 2012; Grotkowska et al, 2015) to achieve the objectives previously mentioned. For this reason, we propose our training through the “Emotional Intelligence Training Program” (EITP) in three possible modalities (online, in the classroom, and coaching).…”

Section: Introductionmentioning

confidence: 98%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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Section: Introductionmentioning

confidence: 98%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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“…The absence of significant associations for the two dimensions of university performance disconfirms the wide-spread expectation that universities' engagement with professional and institutional resources and expertise beyond the traditional academic staff would benefit graduate employability (Grotkowska, Wincenciak, and Gajderowicz 2015) and research activity (Dundar and Lewis 1998). By comparison, universities increasing their ratio of academic staff to students display higher research quality in the short run (2011: B = .001, p < .05), while in the long run they exhibit improved graduate prospects (2017: B = .037, p < .05) and good honours degrees (2017: B = .033, p < .05).…”

Section: Resultsmentioning

confidence: 99%

“…Bazeley 2010;Grotkowska, Wincenciak, and Gajderowicz 2015;Graham and Regan 2016). While acknowledging the role of academic staff in enhancing performance, many of these studies emphasise the importance of drawing on a more diverse pool of professional resources and of acting strategically in bridging universities with the external stakeholders such as industry (Grotkowska, Wincenciak, and Gajderowicz 2015).…”

Section: The Promise Of Purposive Organisational Actionmentioning

confidence: 99%

Do non-academic professionals enhance universities’ performance? Reputation vs. organisation

Baltaru

2018

Studies in Higher Education

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Universities are increasingly engaging with non-academic professionals in facilitating performance outcomes, reaffirming themselves as purposive organisations, i.e. institutions with the ability to organise strategically in the pursuit of goals and standards. However, there is little empirical evidence for the impact of professional staff on university performance. Drawing on a sample of 100 British universities, the author assesses whether the changes in the ratio of professional staff to students (from 2003 to 2011) influence subsequent university performance. The author finds that universities that are moderately increasing their share of professional staff display higher levels of degree completion, but no significant differences can be observed in terms of research quality, good honours degrees and graduate employability. University performance is largely determined by reputation, prestigious universities performing higher in all dimensions. The findings contribute to the emerging empirical research assessing the impact of professional staff in higher education.

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“…Moreover, involving undergraduate students in knowledge exchange and collaboration with researchers in industry and elsewhere outside of the university in the context of research has not received as much attention as involving students in institutional academic research. All of these aspects of student development are essential, however, for developing research-ready graduates that have the skills required by employers who hire graduates [35].…”

mentioning

confidence: 99%

Integrating Research and Knowledge Exchange in the Science Undergraduate Curriculum: Embedding Employability Through Research-Involved Teaching

Harvey¹,

Bértolo²,

Byrne³

2017

Global Voices in Higher Education

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The aim of this chapter is to give an overview of how engaging undergraduate students with research and research-related activities can be used to enrich their learning experience and enhance their employability prospects. There are two specific challenges in producing industry-ready science graduates: providing students with relevant subject specific and transferable skills and knowledge, and to provide them with appropriate industry engagement. The science undergraduate curriculum at Canterbury Christ Church University (CCCU) includes research activities that are designed to move students from being recipients of knowledge to becoming collaborators in its production. This approach to "research-involved teaching" (RIT) provides students with opportunities to gain practical research experience through course-based undergraduate research experiences (CUREs) and individual undergraduate research experiences (UREs). Students on the CCCU science programmes are diverse, many coming from low-participation neighborhoods and/or with nontraditional entry qualifications who have taken up study via the Foundation Year in Science (pre Higher Education level) that can be taken as part of each of the science programmes. Such students in particular can benefit from RIT. This chapter briefly summarizes the development of undergraduate research in higher education and then presents examples of specific pedagogic interventions, CUREs and UREs used across the CCCU science programmes.

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Ivory-tower or market-oriented enterprise: the role of higher education institutions in shaping graduate employability in the domain of science

Cited by 34 publications

References 13 publications

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Do non-academic professionals enhance universities’ performance? Reputation vs. organisation

Integrating Research and Knowledge Exchange in the Science Undergraduate Curriculum: Embedding Employability Through Research-Involved Teaching

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