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1.
In this article, we have analysed whether graduates from activating learning environments assess themselves as having more
generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated
whether graduates from different learning environments look back differently on their training for the workplace. Contrary
to earlier research we have used data from a large-scale survey among higher education graduates, the ‘Higher education and
Graduate Employment in Europe’ project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and
36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that
graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates
from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum
design are significantly related to the presence of generic and reflective competences according to the perception of graduates.
Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working
in a team positively contribute to the development of competences in the later careers of graduates. 相似文献
2.
Sweetman Rachel Hovdhaugen Elisabeth Karlsen Hilde 《Tertiary Education and Management》2014,20(3):179-192
In many quarters, attempts are underway to identify learning outcomes in higher education which are context-neutral or ‘generic’; such measures could provide new ways to assess and compare outputs from higher education. This paper considers potential challenges in using such broad learning outcomes across contrasting disciplinary and national settings. An empirical contribution is provided by an analysis of data from the international REFLEX survey for Norwegian and English bachelor’s degree graduates. This sheds some light on the relationships between graduates’ broad learning outcomes (general competencies), their national contexts and their disciplinary area. It finds variations in competencies across subjects and countries, suggesting that general competencies of the type often suggested as generic learning outcomes may be unstable and problematic to compare across contrasting settings. It highlights the need for comparative research into variations in learning outcomes and graduate competencies considering disciplinary and national factors. 相似文献
3.
《Economics of Education Review》2007,26(3):375-386
This paper uses an experimental design to estimate preferences of employers for key competencies during the transition from initial education to the labor market. The study is restricted to employers of entry-level academic graduates entering public health organizations in the Netherlands. Given the changing and complex demands in public health, we study the relative importance of generic and field-specific competencies during the transition from education to the public health field. A self-explicated approach and a choice-based conjoint analysis were used to elicit preferences of employers for key competencies. The results show that employers value generic competencies relatively higher than field-specific competencies for master level graduates entering the public health field. The results are relevant for the adjustment of training in public health. Universities should continue to train master level graduates in public health with high-level cognitive skills. 相似文献
4.
Several studies have shown that high school science teachers base their teaching on what professors of college freshman science expect, and that, in some instances, advanced high school courses are needlessly similar to college freshman courses. In order to gain insight of college science professors' expectations and perceptions on selected goals and outcomes of science education, a survey instrument was developed and mailed to 123 heads/coordinators of freshman chemistry in U.S. state and land grant colleges and universities that offer a graduate degree program in chemistry. The results demonstrated that although the coordinators were positive about many science education goals and outcomes they did not value aspects related to societal issues, and no differences among them existed when the results were analyzed according to demographic subgroups such as age and teaching experience. They perceived high school graduates as possessing inadequate skills and perceived measures to improve precollege science education requiring collaboration of precollege and college faculty positively. The implications for science education were that college chemistry professors place values different from those of science educators on some pertinent goals and outcomes of science teaching, a situation that is not helpful to reforming precollege science education. 相似文献
5.
Denise Jackson 《Journal of Education & Work》2016,29(2):199-231
This study explores skill transfer in graduates as they transition from university to the workplace. Graduate employability continues to dominate higher education agendas yet the transfer of acquired skills is often assumed. The study is prompted by documented concern with graduate performance in certain employability skills, and prevalent skill gaps across developed economies. Using confirmatory factor analysis (CFA) and structural equation modelling (SEM), it models skill transfer in 674 business graduates from 39 different Australian universities. Findings support extant literature with the three areas of learner, learning programme and workplace characteristics influencing transfer. The model highlights the need for a more process-oriented, rather than outcomes-focused, approach to the acquisition and transfer of skills in graduates and the shared responsibility of transfer among stakeholder groups. There is a lack of variation among different graduate groups which suggests a generic model of skill transfer and intervention strategies for educators and employers may be implemented as bestpractice. Ultimately, graduate employers will enhance their investment return on new recruits; educators are more likely to achieve goals of work readiness; and individuals will benefit from career progression and intangible rewards associated with improved performance. 相似文献
6.
Simon C. Barrie 《Higher Education》2006,51(2):215-241
7.
Elisabeth Hovdhaugen Nicoline Frølich Per Olaf Aamodt 《European Journal of Education》2013,48(1):165-177
European universities are facing demands for better student retention, especially in countries where state funding is no longer based on the number of students, but on the number of graduates. An extensive literature on retention focuses on the characteristics of students who leave higher education without a degree. Much less is known about the measures taken by higher education institutions to encourage study progress. This article examines whether retention strategies are incorporated into the institutions’ overall strategies and the policies and activities developed by universities to foster study progress and enhance retention rates. The results suggest that the universities’ overall strategies and retention activities are loosely coupled and that the universities tend to use blanket measures addressing retention, regardless of why students are leaving. 相似文献
8.
The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education. 相似文献
9.
10.
Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The following question is addressed: What are the generic competencies that engineers graduating in Australia require for their work as engineers?
Competencies were identified from a broad range of literature and then rated by 300 established engineers for importance to their jobs. The results indicated that non-technical, attitudinal and technical competencies were perceived to be important. Eleven competency factors were revealed empirically. Profiles of these competency factors among graduates would assist evaluation and improvement of engineering programmes. This is the first quantitative study conducted in Australia that encompassed all engineering disciplines and focused on established engineers rather than recent graduates. 相似文献
11.
福建省高校创业教育体系构建思考 总被引：1，自引：0，他引：1
高校创业教育与经济结构转型、人才素质培养、毕业生就业等关系密切。与世界发达国家和省外高校创业教育的发展相比,福建省高校创业教育存在观念落后,定位偏差,形式单一,权威教材缺乏,师资力量不足等缺陷。为了迎接创业人才培养的挑战,福建省高校有必要从创业教育目标、创业教育课程和创业教育实践三个方面,构建和完善创业教育体系。 相似文献
12.
Adriana G. McEachern 《Counselor Education & Supervision》2003,42(4):314-325
A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses. 相似文献
13.
目的:调查武汉大学全球健康本科生的毕业去向,并进一步探讨全球健康本科生培养存在的问题,为全球健康本科人才培养方案的优化提供依据。方法:采用问卷调查法,面向武汉大学全球健康专业2012—2014三届本科毕业生开展调查;采用描述性分析了解毕业生就业去向等,采用内容分析法梳理毕业生对全球健康本科教学的建议。结果:三届共有43名毕业生,44.2%的毕业生选择国内读研,25.6%的学生境外深造,16.2%的学生选择了国内就业,14.0%的同学继续考研或待业。关于全球健康本科教育的建议集中在加强专业技能、增加国际交流机会、参与全球卫生项目实践等方面。结论:全球健康本科生教育为全球健康高端人才培养提供人力资源,全球健康人才培养方案要注重全球健康的核心能力和实践,在设置多学科培养方案的同时强调全球健康专业技能培养。 相似文献
14.
Vladimir A. Geroimenko Grigori A. Kliucharev W. John Morgan 《European Journal of Education》2012,47(1):77-91
This article considers the potential role of private institutions in the development of Russian higher education. After decades of a government centralised higher education system, there is a clear trend towards the privatisation of education institutions and the diversification of education practices. Some commentators consider this to indicate that the Russian State is losing control of education; others welcome private initiatives, both in formal and informal education. Russian higher education has also been greatly challenged by the current demographic gap: the total number of secondary school graduates expected in 2012 is half that of 2006. This strengthens the competition for the enrolment of students in private and public (federal and municipal) institutions. Based on recent interviews with senior management at a number of provincial private universities, this article suggests possible avenues for private universities to extend into the education market and considers the implications. 相似文献
15.
Perceived employability among undergraduates and the importance of career self-management,work experience and individual characteristics 总被引：1，自引：0，他引：1
Underemployment, continued growth in the supply of graduates and seemingly perpetual instability are dominant trends in graduate labour markets. In order to negotiate an increasingly complex career terrain, graduates require sharpened skills in effectively managing their own careers and a strong assurance of their own capabilities. This study focuses on the individual dimensions of perceived employability (PE) and explores perceptions among undergraduates and the associated influence of career management competencies, work experience and individual characteristics. Data were collected for 480 business undergraduates at a UK and Australian university using an online survey. Findings indicate that, overall, undergraduates demonstrated reasonably high levels of PE. Certain career management competencies influenced perceptions, in addition to work experience and individual characteristics. The study is relevant to stakeholders, including educators, employers and students, from developed economies as it highlights coherent strategies to enhance PE among higher education students. These may lead to increased individual success in the labour market and more effective recruitment, retention and performance of new graduates. 相似文献
16.
Ron Zambo Debby Zambo Ray R. Buss Jill A. Perry Tiffany R. Williams 《Innovative Higher Education》2014,39(2):123-137
Given continued confusion about the Ed.D.degree, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves, and whether they perceived their programs to be aligned with CPED’s principles. Data were collected from 296 participants at 14 CPED institutions using an online survey. Results indicated respondents agreed that their programs were aligned with CPED principles, helped them meet their professional and personal goals, and developed them as scholarly practitioners. 相似文献
17.
《Higher Education in Europe》1977,2(3):11-13
The information given below presents the results of a survey of the labour market for graduates taking a degree in Norwegian universities or similar institutions of higher education in the autumn term of 1975. The survey was carried out by the Institute for Studies in Research and Higher Education of the Norwegian Research Council for Science and the Humanities. 相似文献
18.
Dr. Richard J. Doyle 《Innovative Higher Education》1979,4(1):48-60
The Institute for Personal and Career Development, the external degree-granting arm of Central Michigan University, has been administering graduate external degree programs for approximately eight years. A survey of the graduates of Institute graduate programs revealed that these graduates are satisfied with the education they received through the Institute's external degree programs, that they have experienced personal and career development which they attribute at least in part to participation in Institute programs, and that they feel the educational goals and objectives of Institute programs have been accomplished. 相似文献
19.
知己知彼,百战不殆,在激烈的高等教育竞争中,只有准确地定位自己的应然位置和发展目标,才能制定正确的发展战略和策略,使高校立于不败之地。根据近年来在国内比较有影响的四大高校排行榜（武苏连榜、中国校友榜、网大榜、中评榜）历年的统计数据,对大连大学在全国高校中的实然位置和转型发展中的竞争能力进行了SWOT综合分析,提出了通过转型发展和跨越式发展达到学校目标位置——全国一流教学研究型地方大学的若干策略。 相似文献
20.
分析大学生群体的个性特征和继续教育及其学习方式需求,可为开放大学消费者定位奠定基础。采用问卷调查的方式,对北京和广东两地部分高校的学生进行问卷调查和实证研究,结果表明：继续教育市场潜力巨大,但大学生对继续教育的了解程度普遍不高;大学生对继续教育的目标和效用偏向于实用性,倾向于自主学习和短期面授相结合的学习方式;继续教育机构要获得办学上的成功,需提供高水平的教学质量和良好的支持服务,采用灵活的教学模式,并有针对性地开展教学。 相似文献