Teaching and learning

Samkin, Grant; Stainbank, Lesley

doi:10.1108/medar-05-2016-0062

Cited by 21 publications

(8 citation statements)

References 66 publications

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“…Furthermore, respondents suggested that the managers of distance education should involve industry in curriculum design (11%) and establish a careers guidance service (4%). These findings are in line with the arguments of Samkin and Stainbank (2016) and Nesaratnam and Gayen (2018), who advocate for stakeholder participation in the design of more integrative lifelong learning opportunities in HEIs’ curricula. Other factors in improving employability, such as professional courses and the creation of career centres, were also suggested by a small percentage of respondents (see Figure 2).…”

Section: Resultssupporting

confidence: 88%

“…Many scholars have identified a mismatch between the competencies and skills developed by graduates through their education and the requirements of industry. For instance, Samkin and Stainbank (2016) noted that the curricula of higher education institutions (HEIs) have not succeeded in preparing work-ready graduates to meet the changing skill requirements of employers. Moreover, Nesaratnam and Gayen (2018) observed that, despite the growing calls from stakeholders for HEIs to develop employable skills in graduates, business communities continue to lament the lack of graduates who meet employers’ requirements and expectations.…”

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confidence: 99%

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Employability of distance education graduates of a public university in Ghana

Ofosuhene

2022

Industry and Higher Education

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This study examines the employability of Ghanaian graduates who have completed education and business degree programmes through distance education in a public university. A descriptive research design is used, and the study is cross-sectional in nature. The sample of 643 was drawn from 19,832 graduates who had completed business and education programmes between 2014 and 2018, using the simple random sampling technique. Data were collected through a telephone-administered survey with a structured questionnaire. Data were analysed with descriptive and inferential statistics and are presented in tables and figures. The findings indicate that these distance education graduates are employable and possess many employability attributes. The results further show that there are differences in employability attributes among those graduates who studied business and those who studied education, with the business graduates having a higher mean score. The study highlights the factors that the graduates believed would have enhanced their employability. The author concludes that the university management needs to strengthen its collaboration with industrial stakeholders in the design and implementation of curricula.

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Section: Resultssupporting

confidence: 88%

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confidence: 99%

Employability of distance education graduates of a public university in Ghana

Ofosuhene

2022

Industry and Higher Education

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“…(p. 231) Scholars reflecting on the occurrences within the EU since Marginson and Considine (2000) have noted the profound changes in the L&T function of universities. Measurement and monitoring of L&T performance has escalated, with a greater focus on student teaching evaluations (Hazelkorn, 2015;Samkin and Stainbank, 2016). As predicted by Marginson and Considine (2000), external benchmarking mechanisms in L&T have also become ubiquitous.…”

Section: Research and The Impact Of Research Ranking Systemsmentioning

confidence: 99%

Revitalising the enterprise university post-COVID 19: a focus on business schools

O’Connell

Tharapos

Lange

et al. 2022

MEDAR

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Purpose The purpose of this study is to provide a polemic on the evolution of universities and business schools over the past two decades. During this period, universities have increasingly adopted a self-interested stance using business-like practices and behaviours to justify their transformation. The authors provide recommendations aimed at enhancing universities’ contributions and relevance to society, increasing their sustainability broadly defined and better positioning them to help solve wicked problems in a post-COVID-19 world. Design/methodology/approach This polemic analyses prior literature relating to the evolution of universities and uses this to generate a framework for ways forward for their improvement. Findings The authors argue that the evolution of universities into entities with missions and operations designed to mimic business and commercial imperatives has yielded undesirable outcomes including the muddling of the core mission of universities, alienation of key stakeholders and an excessive focus on income growth. Business schools face a tension between forging their own, unique identities and simultaneously striving to meet university university objectives. We term this “the Business School identity paradox”. The authors contend that the way forward requires senior management to re-discover the essence of what it means to be a university, re-establish collegial decision-making within universities that includes built-in feedback loops and a fundamental emphasis on developing graduates with an enlightened perspective that goes beyond technical skills. Originality/value This paper is novel in that it analyses the evolution of the “Enterprise University” some 20 years after this term was first coined and in a radically changed environment following the COVID-19 pandemic. This analysis is also forward-looking as the authors re-imagine universities and business schools by identifying opportunities for renewal and improvement in their focus and societal impact. The authors also develop a schema that identifies major influences on universities and business schools, the impact of COVID-19 and strategies for them post-COVID-19.

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“…University graduates around the world are facing the challenge of a precipitous trend of unemployment (Rae, 2008;Thern, et.al, 2017). Samkin and Stainbank (2016) raised the argument that, the curriculum of Higher Education Institutions (HEIs) failed to prepare work-ready graduates to meet employers" expectation in terms of skills, attributes and professional qualities. This thrusts forward the notion that graduate employability requires graduates to be equipped with the necessary attributes and skills aligned to the requirements of the labor market.…”

Section: Introductionmentioning

confidence: 99%

Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective

Nesaratnam¹,

Karan²,

Von³

2018

IJHRS

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Skills shortage among graduates is a serious constraint in Malaysia and according to Bank Negara Malaysia, graduate employability in Malaysia is a rising concern as graduates represent 23 per cent of total youth unemployment. As Malaysia aggressively sets course towards becoming a high-income economy, the need for skilled manpower is said to be expanding across key industries. To ensure a productive workforce, the country must have a high-quality flow of talent supply to fill these jobs. Hence, the study investigates the antecedents of graduate employability in Malaysia by researching a key stakeholder group, which is the employer.Using a qualitative research methodology, ten employers were interviewed using in-depth interviews to explore and enrich the graduate employability framework. The qualitative phase inducted the ‘graduate training’ construct and its sub-constructs of ‘internship’, ‘mentoring’ and ‘talent management’, as perceived by the employers, which were added as enrichment to the graduate employability framework. It also affirmed and authenticated the ‘soft skills’ construct drawn from literature. By incorporating the findings from the qualitative phase, an enriched framework eventuated. This enriched framework brings these previously omitted dimensions to the forefront.

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Teaching and learning

Cited by 21 publications

References 66 publications

Employability of distance education graduates of a public university in Ghana

Employability of distance education graduates of a public university in Ghana

Revitalising the enterprise university post-COVID 19: a focus on business schools

Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective

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