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In 2006, the Ministry of Higher Education, Malaysia, recommended that all public institutions of higher learning in the country incorporate soft skills formation into their curricula. This qualitative study aimed to explore Malaysian students?? expectations of university education with a special focus on the acquisition of soft skills and to examine the students?? perceptions of the instructors?? and the courses?? effectiveness in fulfilling their educational agendas. Ninety-six students at Universiti Malaysia Sabah (UMS) participated in this study. The findings revealed that their educational expectations were varied and diverse and could be separated into three categories, such as ??Life Skills??, ??Subject Matter (Hard Skills)??, and ??Soft Skills??. The students considered soft skills formation as an important part of university education. However, not all of the soft skills identified by the Ministry of Higher Education, Malaysia, were mentioned by the respondents. The article discusses the implications of the study??s findings for Malaysia??s higher education policy. 相似文献
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The phenomenon in which students enter university under-prepared for the mathematical demands of their undergraduate courses, regularly referred to as the ‘Maths Problem’, has been widely reported in Ireland, UK, Australia, and the US. This issue has been of particular concern in Ireland recently, with beginning undergraduates’ performance of basic mathematical skills showing signs of significant decline in recent years. New mathematics curricula, commonly referred to as ‘Project Maths’, were gradually introduced into the Irish secondary school education system from 2010 onwards. These new curricula aim to place greater emphasis on student understanding of mathematical concepts, use of contexts, and applications of mathematics. This study analyses, through mathematics diagnostic test data gathered between 2008 and 2014, the change in the basic mathematical skills of beginning undergraduates over the time period in which the new mathematics curricula were introduced to secondary education in Ireland. It was found that students’ basic mathematical skills have declined over the time period during which the new mathematics curricula were introduced. Significant declines in beginning undergraduates’ performance of basic mathematical skills were observed during the period 2008–2014, particularly among students who have achieved Higher Level C grades and Higher Level D grades. 相似文献
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Tomas Chamorro‐Premuzic Adriane Arteche Andrew J. Bremner Corina Greven Adrian Furnham 《教育心理学》2010,30(2):221-241
Three UK studies on the relationship between a purpose‐built instrument to assess the importance and development of 15 ‘soft skills’ are reported. Study 1 (N = 444) identified strong latent components underlying these soft skills, such that differences between‐skills were over‐shadowed by differences between‐students. Importance and improving ratings on these skills predicted academic performance and accounted for the effects of personality on academic performance. Study 2 replicated the structure of the soft skills inventory and associations with academic performance in a larger sample (N = 1309). Examination of mean differences across faculties (humanities, life sciences, hard sciences) revealed higher soft skills ratings in ‘softer’ courses. Study 3 (N = 87) incorporated an IQ measure, which was found to be negatively related to importance ratings on soft skills. Results highlight the cohesive structure of beliefs concerning various non‐academic skills and their significant links to educationally relevant individual differences. Theoretical, methodological and applied implications are considered. 相似文献
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《Journal of Further & Higher Education》2012,36(4):557-570
Students arrive in higher education (HE) with a range of generic and subject‐specific skills which they are expected to use and build upon during their degree courses. In order to ensure that undergraduates are able to make a successful transition to HE, it is important that teachers and course designers understand the level and range of skills with which they arrive, and where support and remediation may be required. For the last nine years, 2065 first‐year undergraduates entering Leeds medical school have completed a questionnaire asking them to self‐assess the number of opportunities to practise a range of 31 generic skills experienced in the previous year, and how confident they feel about their ability to perform these skills. Over this period, a number of trends have become evident. Increased reported practice in a range of information technology (IT) skills might have been expected as a result of improved availability of technology. However, a significant decrease in both practice and confidence in laboratory, data handling and numeracy skills would suggest that changes to post‐16 education are adversely affecting the skills with which undergraduates arrive at university. Other skills, particularly those which relate to students' experience in managing their own learning, have shown no consistent change in reported levels of practice during the period of study, despite increased emphasis on these skills within post‐16 qualifications since the introduction of Curriculum 2000. These observations have implications for course design across a range of courses, particularly in science programmes with significant practical and numerical components. 相似文献
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Perceived leadership soft skills and trustworthiness of deans in three Malaysian public universities
Keow Ngang Tang Wallapha Ariratana Saowanee Treputharan 《Educational Research for Policy and Practice》2013,12(3):211-224
Soft skills comprised both rational and emotional elements, becoming a new focus on leadership, as behavior displayed during interaction with other individuals will affect effective interaction outcomes. This study aimed to examine the leadership soft skills of deans in public universities of Malaysia. This survey designed research was performed to investigate the relationship between the eight components of leadership soft skills composed of collaboration/teamwork, communication skills, initiative, leadership ability, people development/coaching, personal effectiveness/personal mastery, planning and organizing and presentation skills with perceived trustworthiness. The conceptual framework of this study is based on the Crosbie’s model of leadership soft skills and Mayer, Davis and Schoorman’s model of organizational trust. A total of 376 support staff grade 17–36 was selected as respondents through stratified sampling technique. The method of analysis used are mean score, standard deviation, Pearson correlation and multiple regression Stepwise. Findings indicated that deans implemented moderately all the eight components of leadership soft skills. Perceived trustworthiness were significantly related with all the eight components of leadership soft skills at significance level of 0.01. The significant predictors for perceived trustworthiness were communication skills, planning and organizing and presentation skills. Finally, this study also provided recommendations and suggestions for future research. 相似文献
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何玲 《四川师范学院学报》2011,(2):90-94
通过对高职高专学生所需要的软技能进行分析,结合用人单位的实际要求,构建出一套符合高职高专教育层次的软技能培养指标体系,并提出如何在现有条件下贯彻和实施该指标体系,以及围绕该指标体系的建立应该怎样进行相应的教学改革。 相似文献
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交际能力作为当代大学生急需提高的综合素质之一,在通识教育中的培养却普遍较为缺乏。在通识教育中培养学生的交际能力即符合通识教育"以人为本"的教育理念,也符合通识教育"和谐发展"的人才培养理念,并且在通识教育中培养学生的交际能力具有其教育发展的充分缘由。因此,我们应认识到在通识教育中培养学生的交际能力是必要的。 相似文献
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安徽省第二届高校师范生教师教学技能大赛如期举行,但是从两次举行来看,目前各高校师范生教师教学技能水平参差不齐,甚至有些方面水平越来越差。当然,原因是多方面的,其中之一就是应用性本科高校对师范生教师教学技能培训越来越不重视。其实不然,加强师范生的教师教学技能本身就是应用性的真实体现。为此,本文通过对应用性本科高校师范生教学技能培训存在问题的分析,提出加强应用性本科高校师范生教师教学技能培训的措施,力图在新形势下提高高校师范生教师教学技能水平。 相似文献
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Stefanie Pillai Mahmud H. Khan Ida Syahirah Ibrahim Sharmane Raphael 《Higher Education》2012,63(2):187-204
This study discusses the industrial training programme at the University of Malaya in Malaysia, specifically the issues that
need to be addressed in order to enhance the employability skills of graduates. Findings from the feedback obtained from trainees
and organizations in the 2008/2009 academic session were examined in terms of the extent to which trainees felt they were
prepared for their training, and the extent to which the tasks given to them during their training were appropriate. Further,
trainees’ self-rating of particular skills and industry’s rating of the trainees were also examined. The feedback is discussed
in the context of the need to equip graduates with employability skills, an issue facing Higher Education Providers worldwide.
The findings indicate that most of the students were prepared to face the world of work. However, there were several issues
which needed attention. These included the need to address the possible mismatch between the tasks assigned to trainees and
their areas of study, and the need to enhance English language competency and particular soft skills throughout their degree
programme. Continuous input from industry is also necessary to ensure that the training benefits all parties and contributes
to the employability skills of trainees. 相似文献
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目的：构建护理软技能的定义和体系。方法：在文献整理的基础上,结合课题组多次讨论,初步界定了护理软技能的定义和构成指标。然后通过两轮专家函询,界定了护理软技能的定义和构成体系。结果：专家的平均年龄（48.65±8.57）岁,平均工作年限（27.00±9.92）年;两轮专家问卷回收率分别是：87%和75%,专家平均权威系数为0.728,两轮函询专家协调系数差异具有统计学意义（P〈0.05）;确定了护理软技能的定义,确立了包含2项一级指标、5项二级指标、20项三级指标的护理软技能构成体系。结论：本研究界定了护理软技能的定义和构成体系。 相似文献
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Abdul Malek Abdul Karim Nabilah Abdullah Abdul Malek Abdul Rahman Sidek Mohd Noah Wan Marzuki Wan Jaafar Joharry Othman Lihanna Borhan Jamaludin Badushah Hamdan Said 《Asia Pacific Education Review》2012,13(3):541-548
The main function of Higher Educational Institutions (HEIs) is to produce skilled and knowledgeable workforce who are able to not only function with minimal guidance but also to contribute effectively to the hiring organizations. Many studies have indicated that most HEIs have somewhat similar course content and thrived at producing students with good academic achievement. But what differentiated them from one another is their ability to develop knowledge workers with the right employability skills or ??soft skills?? such as communication, problem-solving, interpersonal and other skills deemed important as the foundations by which they require to function at work regardless of the nature of employment. This paper reports findings of a large-scale study looking into the soft skills attainment of Malaysian HEI graduates. A quantitative survey design was employed whereby data were obtained through the administration of an instrument called the Malaysian Soft Skills Scale (My3S). My3S consists of 180 items covering seven elements namely Communications, Critical Thinking and Problem Solving, Teamwork, Moral and Professional Ethics, Leadership, Life Long Learning and Entrepreneurial aspects. The mean scores for the seven My3S subscales were found to be between 6.3 and 7.8 from the maximum possible score of 10. Specifically, comparisons were made between graduates of public and private institutions with respect to the seven elements. Findings of the study suggest that, in general, students of public HEIs scored higher in all seven skills. With respect to gender, male students scored higher than female students in all elements except for teamwork skills and moral and professional ethics. A comparison between fields of study showed that for both types of HEIs, technical students scored the highest in all skills except for moral and professional ethics. Based on the findings of this study, it is suggested that in addition to offering specific courses to improve soft skills attainment, HEIs need to embed soft skills in their academic curricula. 相似文献
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少数民族预科生思想政治教育的传统课堂教学方式导致了教学效果低下、师生轻视课程的问题。建导技术引入到思想政治教育的课堂教学中,面临学生思想抵触、学习思维不转变、教师缺乏系统理论知识和操作技术的支持等问题。建议建导师在引入建导技术过程中要注意与传统讲授方式相结合,两种方式互相融合,同时教师和学生要转变思维,改变心态,积极参与建导技术过程。 相似文献
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肖胜昔 《湖州职业技术学院学报》2007,5(2):12-14,46
加强市场营销专业高职生职业能力培养,是市场经济亟需大批应用型人才的要求。职业能力培养的内容、方法、步骤和考核手段对市场营销专业高职生培养目标的实现有着重大影响。文章围绕市场营销专业高职生职业能力的培养目标,探讨了市场营销专业高职生职业能力培养的内容、方法、步骤以及考核手段。 相似文献
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ABSTRACTMeaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum. 相似文献
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Globally, universities are increasingly seeking to equip their graduates with specific “soft” skills to complement traditional “hard” skills so they can function in a rapidly changing and dynamic world. While hard skills are relatively straightforward to define and foster the same cannot be said for soft skills, despite the latter being increasingly acknowledged as equally, if not more, important. This paper assesses the feasibility of an Australian wellbeing course in the context of explicit soft skills training at one Chinese university in a pilot with 29 second-year students. Using an exploratory mixed-methods design, quantitative impact measures were collected before and after the intervention to complement qualitative workshop evaluations. Results clearly show that participants found both the content of the training as well as the participatory social learning approach relevant and acceptable. The training had a statistically significant positive impact on the assessed human qualities soft skills outcomes. Implications of the findings for the current interest in training Chinese university students in the spirit of innovation and enterprise are highlighted. 相似文献
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Imren Markes 《European Journal of Engineering Education》2006,31(6):637-650
Encouraging skills development is a key part of the UK Government’s strategy. This emphasis on skills has led to changes in Higher Education, where there is an increasing recognition of the need to enhance students’ employability. This paper reviews the data on the type of employer skill needs available in the existing literature with a particular emphasis on those skills required by engineering and manufacturing employers. Statistical data related to skill gaps in engineering and manufacturing in the UK and London/Thames Gateway are presented with the intention to determine whether and how these relate to the employability skills and competences listed by various organisations. The paper arrives at a number of conclusions. In summary, for the ‘engineering and manufacturing workforce skills development’ ethos to become widespread in London (and the UK in general), a lot more needs to be done to understand the needs of industry to be able to develop provision that supports Londoners (and the UK citizens in general) in gaining appropriate skills in engineering. This can only be achieved through cooperative, inclusive, transparent and centrally coordinated approaches to skills assessment, monitoring and development. 相似文献
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高师职业技能是教师素质的重要组成部分,是衡量教师是否称职的重要标准,也是衡量高师毕业生是否合格的重要标准。我国高师教育在师范生必须掌握的教师职业技能的培养上,存在着严重的不足和缺陷。师范生职业技能水平差的问题必须引起教育研究的高度重视。努力做好高师生的教师职业技能训练迫在眉睫,否则．将严重影响高师毕业生质量乃至基础教育质量。 相似文献