The Effects of Industrial Training on Students’ Generic Skills Development

Rodzalan, Shazaitul Azreen; Saat, Maisarah Mohamed

doi:10.1016/j.sbspro.2012.09.664

Cited by 37 publications

(23 citation statements)

References 31 publications

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“…it affects the imbalance between technical skills and generic skills. This statement is supported by Rodzalan and Mohamed (2012) which states that technical skills and generic skills should be balanced to enhance employer satisfaction. Therefore, as a solution, the implementation of special training in the field of electrical and electronic engineering should be developed to improve the quality of the students' generic skills.…”

Section: Discussionmentioning

confidence: 98%

“…Therefore, the IPTs have sought other approaches to establish an industrial training programme aimed at enhancing the technical skills and generic skills of students (IPT, 2010). Rodzalan and Mohamed (2012) state that industrial training programmes have a positive impact on generic skills. Generic skills can be enhanced through a developed curriculum based on training such as industrial training curriculum (Esa, Yunos & Kaprawi, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…As such, it is of utmost important for researchers to identify the employers' perceptions of the generic skills of the MTU engineering students after undergoing industrial training. Therefore, the main cause of weakness in generic skills is actually the implementation of the industry's own training curriculum has not yet reached the wishes of the industry (Rodzalan et al, 2012). This can be seen through efforts from educational institutions that are at the helm of the curriculum training industry to meet the demands of the job market (DLI, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Engineering Students’ Generic Skills after Industrial Training: Employers’ Perception

Ghazalan

Halim

Hamidon

et al. 2019

JTET

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Engineering Students’ Generic Skills after Industrial Training: Employers’ Perception

Ghazalan

Halim

Hamidon

et al. 2019

JTET

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“…Further, we shall present a brief argumentation of the top 10 skills for 2020, from Figure 1. This rank was established by World Economic Forum in Davos -2016 (Curtin, 2004;Curtis, 2004;Rodzalan & Saat, 2012;Ulger, 2016). Factorial Analysis Perspectives upon Students' Skills in the Knowledge Economy Putting together the main literature and business trends we further argue the significance of 5 categories of skills to be achieved by students for increasing their employability changes in the future.…”

Section: Categories Of Generic Skillsmentioning

confidence: 91%

Factorial Analysis Perspectives upon Students’ Skills in the Knowledge Economy

Bejinaru

2013

MDKE

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The main purpose of this research is to identify which is the necessary level of students' competencies according to the requirements of the knowledge-based economy. In this approach, we will highlight the influence of generic skills that stimulate the students to think strategically and learn through their experiences. Throughout the sections of the paper, we will highlight the facts and characteristics of the knowledge economy and the profile of the young generations of students who are going to be the future players whether as managers or as employees. The quantitative part of the research was realized throughout the administration of a 30 items questionnaire which was addressed to both undergraduates and graduates, enrolled in management and business study programs from "Stefan cel Mare" University of Suceava, Romania. The database with the results was processed using a statistical software-SPSS, v.19. In order to reveal more insightful correlations about the respondents' opinions, we processed a Factorial Analysis for Principal Components. This analysis shows the most significant factors which influence the students' learning behavior and options during the educational process. We consider that the results of such a survey should be of interest for the university governance in order to increase the generated intellectual capital by improving the students' generic skills.

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“…Meanwhile, the industries expectations and job market are influenced by economy, social and competition and revolutions of industry. Non-technical skill is known as the main attributes for fresh graduates to be employed by industries (Rodzalan & Saat, 2012). The skills have changed according to the changes of era from Industry Revolution 1.0 (IR 1.0) to Industry Revolution 4.0 (IR 4.0) recently.…”

Section: Introductionmentioning

confidence: 99%

Factors in Non-Technical Skills Development Among Engineering Students: An Employers’ Perspective

Azmi¹,

Noordin²,

Kamin³

et al. 2018

TOJDAC

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Many complaints come from employers regarding on non-technical skills among engineering graduates. Non-technical skills can be effectively developed during industrial training while they are still undergraduates. This paper is presenting the perspective of employers on factors that are developing the non-technical skills during industrial training. A qualitative study was done by interviewing five employers from electrical and electronics industries to gain the data. Thematic analysis was done after transcripting the interview protocols. The result shows that employers nowadays really need communication skills, critical thinking and problem-solving skills in an engineer. In addition, teamwork skills, lifelong learning, ethics and computing skills are the skills that are mentioned by the interviewed employers. In term of factor affecting students' non-technical skills during industrial training, they are two opinions for the first factor which is placement. Three out of five employers agreed the relevant industry to the course is crucial, but the rest disagreed. The reasons of disagreement are because the development of non-technical skills should base on the task given and the student's motivation in learning. All employers are agreed with six months duration, regular assessment, task given must be relevant with projects and presentation, and the learning outcomes must be revised regularly.

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The Effects of Industrial Training on Students’ Generic Skills Development

Cited by 37 publications

References 31 publications

Engineering Students’ Generic Skills after Industrial Training: Employers’ Perception

Engineering Students’ Generic Skills after Industrial Training: Employers’ Perception

Factorial Analysis Perspectives upon Students’ Skills in the Knowledge Economy

Factors in Non-Technical Skills Development Among Engineering Students: An Employers’ Perspective

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