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Search Results: 1 - 10 of 1784 matches for " Employability Skills "
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University Students’ Employability Skills Model Based on Chinese Employer Perspective  [PDF]
Xiaobing Zhang, Xin Zou
Journal of Human Resource and Sustainability Studies (JHRSS) , 2013, DOI: 10.4236/jhrss.2013.13005
Abstract: The employability and the employability skills of the university students in China are now being the most important capacity which the employers pay the highest attention to. The aim of this research was to identify the university students’ employability skills and college students’ employability skills framework to reinforce the employability research and the field of human resource development (HRD) in the Chinese context. From the perspective of the employers, using the methods of interview and questionnaire, this paper studied the contents of the students’ employability skills which the Chinese employers recognized and got the model of university students’ employability skills. The results showed that college student’s personal characteristics perceived by the service industry employers and the manufacture industry employers major focused on honesty, independence, self-confidence, adaptability, and enthusiasm. Basic knowledge which perceived by the service industry employers and the manufacture industry employers centralized political knowledge, and economic knowledge. Interpersonal relationship, teamwork, strain capacity, problem handling capacity, leadership, information technology software applications, and presentation skills were the abilities at present and in the next five years that both industry employers thought very important skills and abilities. The conclusions can be got that the employability skills perceived by Chinese employers whether in service industry or in manufacture industry include personal qualities, basic knowledge, skills and abilities. The employability skills framework perceived by employers at present in service industry and in manufacture industry is slightly different. On the contrary, it is surprising that the employability skills at present and in the next 5 years perceived by service industry employers or manufacture industry employers have a significant difference alternatively. Suggestions on managerial implications and future research directions are put forward respectively.
Providing Built Environment Students with the Necessary Skills for Employment: Finding the Required Soft Skills  [PDF]
Pat Crawford, Robert Dalton
Current Urban Studies (CUS) , 2016, DOI: 10.4236/cus.2016.41008
Abstract: As the costs of education, class sizes, and competition in a post-recession work force grow, universities will explore the ways in which students may graduate with high opportunities for employment in their chosen field. Students in the Built Environment (B.E.) are graduating from accredited programs, but what skills beyond technical understanding do employers wish to have in their entry level employees? A survey of 8124 respondents of employers, alum, faculty and students allowed these stakeholders to rank order seven soft skills and seven characteristics within each soft skill. This study explores the ways in which the B.E. field ranks the skills and characteristics in comparison to seven other professional fields. The B.E. respondents rank order the soft skills as: communication, decision-making, self-management, experiences, teamwork, professionalism, and leadership. Utilizing ordinal regression, it was found that B.E. respondents rank creative solutions, applying technology, cross disciplinary and international experiences as more important than other fields. Many of the differences are attributed to the need for those in the built environment to think creatively and work collaboratively. The findings can inform educational curriculum to match soft skill training with the professional path of their students.
Work-readiness skills in the Fasset Sector
Melandi Raftopoulos,Sanet Coetzee,Deléne Visser
South African Journal of Human Resource Management , 2009, DOI: 10.4102/sajhrm.v7i1.196
Abstract: The objective of the study was to determine the work -readiness skills that are regarded as important by employers and graduates in the Fasset Sector of South Africa. A cross-sectional survey design was used to achieve this objective. Two convenience samples, namely 24 employers and 333 graduates, completed the Work Readiness Skills Scale. This scale was validated as a one-factor model with an alpha coeffcient of 0.88. Oral and written communication, self-discipline, time management, interpersonal skills and teamwork, problem-solving skills and positive work ethic were rated as important skills for securing employment in this sector by employers and graduates alike. In addition, employers valued numeracy skills and motivation, whereas graduates regarded confidence and leadership skills as important. The results have implications for the curriculum design of the Fasset Work Readiness Programme presented to graduates in this industry. How to cite this article: Raftopoulos, M., Coetzee, S. & Visser, D. (2009). Work-readiness skills in the Fasset Sector. SA Journal of Human Resource Management/ SA Tydskrif vir Menslikehulpbronbestuur, 7(1), Art. #196, 8 pages. DOI:10.4102/sajhrm.v7i1.196
Employability Skills as Perceived by Employers and University Faculty in the Fields of Human Resource Development (HRD) for Entry Level Graduate Jobs  [PDF]
Bassou El Mansour, Jason C. Dean
Journal of Human Resource and Sustainability Studies (JHRSS) , 2016, DOI: 10.4236/jhrss.2016.41005
Abstract: The world of employment has changed dramatically, technology is impacting practices and experiences, and societies are becoming more global and multicultural. With the rise of globalization, employability is becoming one of the main goals for education systems. Today’s employers require employees to have soft or non-technical skills in addition to technical skills. The purpose of the study was to explore employability skills as perceived by employers and university faculty of human resource development (HRD) and management for entry level graduate jobs. As a result of this research, types of employability skills may be identified which are common among the faculty of HRD programs and employers of HRD graduates both in the U.S. and internationally. To evaluate the interrelationships between the variables of interest among employees and faculty members, both in the U.S. and internationally, one way analysis of variance (ANOVA) was utilized. The overall results of this study indicate that with the exception of communication skills and the use of technology, there is a significant relationship between 16 of the 18 variables investigated and the type of respondents.
Tendencias en la formación del Ingeniero en Acuicultura en Chile
Díaz V,Juan Pablo; González E,Celia; Brieba R,Claudio;
Ciencia, docencia y tecnolog?-a , 2011,
Abstract: this paper explores trends of professional training universities in aquaculture engineering at public universities of chile, verifying performance of supply and registration, its graduates, employability of professionals and how the accreditation process has assumed challenges posed by the aquaculture industry. the results confirm that in this career in particular the universities have managed to balance their vacancies with registration. finally, the results of the accreditation process show that universities have begun training future engineers in aquaculture by competency curriculum.
Labour Market Structure in Malaysia: Pre- and Post-Market Gender Comparison
Chung-Khain Wye,Rahmah Ismail
International Journal of Academic Research in Business and Social Sciences , 2012,
Abstract: Gender inequality in Malaysian labour market can be observed through labour force participation, unemployment, occupational distribution, top management employment involving decision making, and average monthly salary. Such an inequality generally works to the disadvantage of females, notwithstanding their outperformance of educational attainment over their males’ counterparts. Case study in the ICT services subsector points to the importance of imparting employability skills among females to have its bearing on wagedetermination. As such, future research is expected to analyse gender wage decomposition taking into considerations of different types of labour market discrimination, occupational preferences, and gender differences in employability skills.
Psychological quality of life and employability skills among newly registered first-year students: Opportunities for further university development  [PDF]
Michèle Baumann, Senad Karavdic, Nearkasen Chau
Health (Health) , 2013, DOI: 10.4236/health.2013.53A082

In accord with new European university reforms initiated by the Bologna Process, our objective was to evaluate influences on the relationship between psychological quality of life (QoL) and the acquisition of academic employability skills (AES) among first-year students at the University in Luxembourg. At the beginning (2 months in) and the end (9 months) of the academic year, 973 newly registered students participated in this study involving two cross-university surveys. Students who redoubled or who had studied at other universities were excluded. Data were collected with an online questionnaire comprising the psychological Whoqol-bref subscale, AES scale, and questions about other related factors. The AES score decreased from 74.2 to 65.6. At both time points, the psychological Whoqol-bref was positively correlated with environmental and social relations QoL and perceived general health. Multiple regression models including interaction terms showed that a higher psychological QoL was associated with better general health (difference satisfied-dissatisfied 9.44), AES (slope 0.099), social relationships QoL (0.321), and environmental QoL (0.298). No interaction with time effects was significant, which indicates that the effects remain stable with time. If the university could maintain the QoL indicators at appropriate levels or manage decreases as they occur, it would have implications for health promotion and the creation of new student support systems. The SQA- LES project provides valuable information for universities aiming to develop a European Higher Educational Area.

Developing Workplace Awareness through Project Work  [PDF]
Faridah Musa, Maslawati Mohamad, Sithaletchemy Krishnaiyer, Wahiza Wahi
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.74074
Abstract: Studies have been carried out to investigate problems and causes of low employability amongst graduates from both public and private higher learning institutions. Although higher learning institutions have made concerted efforts to address this problem—to improve graduate employability, it remains a matter of serious concern. One of the main reasons for candidates not being employed is lack of communication skills particularly in English. Project work has been recognized as an effective way to develop students’ communication skills, knowledge, experience and soft skills. In order to enable students to be more employable and aware of the requirements of the industry, a workplace related research project was assigned to students who took a course in Workplace Communication II at University Kebangsaan Malaysia (UKM), a public university. The aims of the study were to find out if project work developed students’ understanding on workplace environments and what they learnt from it. Respondents in this study wrote their self-reflection by responding to questions in a Google doc survey after completing the project. The class teacher also commented on the progress made by the respondents in her field notes report. The findings show that involvement in project work has created awareness of the needs, requirements and work- place environment of the respondents’ future jobs. They have learned social skills and teamwork, time management, personal development and report writing skills. This project work has given the necessary exposure which made them realize the importance of equipping themselves with the relevant skills and qualities sought after by prospective employers.
Ensino superior e desenvolvimento de habilidades para a empregabilidade: explorando a vis?o dos estudantes
Zulauf, Monika;
Sociologias , 2006, DOI: 10.1590/S1517-45222006000200006
Abstract: this article explores student attitudes towards employability skills development in higher education. the analysis draws on a questionnaire survey undertaken with 60 undergraduates studying for a single honours social policy degree and a combined honours social policy/sociology degree in one post-1992 university in london. the survey investigates students' perceptions of skills provision, and their preferences for the development and the assessment of employability skills. the findings show that the majority of students consider the development of subject knowledge and employability skills of equal importance. there is clear support for an institutional strategy and an integrated model for the enhancement of employability skills. the overall results support the development of employability skills within the situated learning approach.
Doctoral Education and Skills Development: An International and Historical Perspective
Cristina Poyatos Matas
REDU : Revista de Docencia Universitaria , 2012,
Abstract: ABSTRACT Doctoral education has undergone, in recent years, a revolution paralleling changes in modern society. In the last two decades, the world has witnessed a wave of doctoral education reforms, driven by government funding cuts, as well as by increasing demands from employers and graduates to train doctoral students for an ever-changing competitive job market, which goes beyond the walls of academia. With an historical view of doctoral education, and paying special attention to the process of Bologna taking place in Europe, this article explores the nature of the Ph.D., as well as how its initial traditional conceptualisation has evolved and diversified, driven by educational policy and changes to higher education funding, into new models of doctoral education relevant to our current society. It discusses, from an international perspective, how different higher education institutions are approaching the task of equipping doctoral students with transferable or generic skills, as well as specific, in order to educate active and sustainable researchers for the competitive international knowledge based societies of the 21st century that they would serve. RESUMEN Educación doctoral y desarrollo de competencias: Una perspectiva internacional La educación doctoral ha vivido durante los últimos a os cambios drásticos equivalentes a los vividos por nuestra sociedad. Durante las últimas dos décadas, el mundo ha sido testigo de una ola de reformas educativas del mundo doctoral, alimentada por recortes gubernamentales, la comercialización, internacionalización y racionalización del sector universitario, la evaluación de la calidad de la educación doctoral, a la vez que por las crecientes demandas por parte de empleadores y graduados, de formar a los doctorandos para un mundo laboral competitivo y cambiante. Un mundo laboral que va más allá de los muros del mundo académico. Presentando una visión histórica de la educación doctoral a nivel internacional, y prestando especial atención al proceso de Bolonia que está teniendo lugar en Europa, este artículo investiga la naturaleza de los distintos modelos de doctorado, y cómo su conceptualización inicial ha evolucionado y se ha diversificado en nuevos modelos de educación doctoral, relevante para nuestra sociedad actual, debido a cambios en política educativa y en formas de financiar al sector universitario. Comenta, desde un punto de vista internacional, cómo distintas instituciones universitarias están proporcionando competencias transferibles o genéricas, además de específicas, para educar investigadores activo
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