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Descriptors:
Foreign Countries; Higher Education; Educational Quality; Models; Stakeholders; Employer Attitudes; Questionnaires; Outcomes of Education; Resources; Sustainable Development; Educational Finance; Employment Potential; Training; College Graduates; Achievement; Research and Development; Theory Practice Relationship

Abstract:
The present paper proposes a theoretical model of institutional quality of a higher education institution (HEI) which, in addition to the internal dimensions of quality, incorporates also the external dimension, i.e. the outcomes dimension. This dimension has been neglected by the quality standards and models examined in our paper. Furthermore, the standards and models analyzed consider stakeholders as one of the quality factors of a HEI. The stakeholders' perspective is seen as a lens through which stakeholders define, control and assess the quality of a HEI. The proposed model therefore gives stakeholders greater significance compared to the dimensions of institutional quality of a HEI. The model has been validated from the employers' perspective. On the basis of 339 completed questionnaires or a 39.74% response rate we concluded that outcomes constitute the most important dimension of institutional quality of a HEI from the perspective of employers in Slovenia. The outcomes dimension is followed, in descending order, by the non-financial resources and inputs, sustainable development, value chain, and, finally, the financial resources and inputs dimensions. The results of the study have shown that of the 44 quality factors of a HEI the following data are of key importance to employers: information on the participation of students in practical training, achievements of graduates at the workplace, implementation of a HEI's research achievements in practice, graduate employability, and a HEI's responsiveness to the demands and changes in the environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Accessibility (for Disabled); Disabilities; Employees; Employers; Stakeholders; Comparative Analysis; Employee Attitudes; Employer Attitudes

Abstract:
Job accommodation is a multifaceted and interactive process. Stakeholder groups (i.e., employees with disabilities, employers, and in some cases service providers) make decisions about requesting or providing job accommodations based on multiple factors in this process. An understanding of stakeholder differences in their perceptions of these factors may mitigate the myths and misconceptions about accommodations, and facilitate the accommodation process. Stakeholder perspectives on the importance of factors involved in the accommodation process are compared. How these perceptions may affect the likelihood of requesting or providing accommodations is discussed, along with the implications for rehabilitation professionals. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Policy Formation; Unions; Foreign Countries; Public Policy; Part Time Employment; Student Employment; Interviews; Administrative Principles; Student Problems; Social Problems; Employer Attitudes; Performance Factors; Strategic Planning; Employment Practices; Labor Legislation

Abstract:
This paper uses data from interviews with representatives of national and state organisations that have a policy interest in student-working in Australia. The interviewees included representatives from employer bodies and trade unions as well as government organisations. The data are used to discuss these stakeholders' perceptions of the main advantages and disadvantages of working by young full-time students and the ways in which organisations in the business and educational sectors have adapted their policies and practices for student-working. The analysis is then used to inform a discussion about whether this is a legitimate area for public policy formulation and if so, what principles might underpin such policy and what some policies might look like. (Contains 3 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Workplace Literacy; Vocational Education; Numeracy; Foreign Countries; Ethnography; Entry Workers; Retailing; Sales Occupations; Best Practices; English (Second Language); English Language Learners; Change Strategies; Barriers; Performance Factors; Number Concepts; Semi Structured Interviews; Sociolinguistics; Employee Attitudes; Employer Attitudes; Merchandising; Interpersonal Communication; Interpersonal Competence; Social Cognition

Abstract:
This paper reports on an ethnographically based study of entry level supermarket work. The study, carried out in a large suburban supermarket in Auckland, New Zealand, focused on the literacy and numeracy practices of supermarket assistants, all who had English as an additional language. It found that skills such as oral communication, personal presentation, reliability and motivation were considered vital by management for good "customer service", a fundamental tenet of the supermarket and essential for its successful operation. However, for some assistants, the mastery of highly context-specific literacy texts and potentially complex "embedded" numeracy was also necessary in order for them to carry out their work. This requirement was often poorly understood by management. The paper describes some of the literacy and numeracy challenges faced by assistants and their different personalised strategies for establishing meaning. It also discusses the significance of the findings for the teaching of literacy and numeracy in vocational training programmes. Findings indicate that off-site programmes have an important role in providing a learning foundation but also point to the importance of, and need for, workplace-specific, needs-based on-the-job literacy and numeracy training. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduates; Employment Potential; Employer Attitudes; Credentials; Higher Education; Global Approach; Educational Indicators

Abstract:
This study provides a conceptual framework for understanding what employers think about the value of graduates with similar educational credentials in the workplace (their employability), using insights from the new institutionalism. In this framework, the development of employers' beliefs about graduates' employability is broken into a number of factors and mechanisms, including exogenous factors, initial signalling effects and the processes of both private and public learning. With such conceptualisation, this article discusses the implications for international higher education providers on how to improve their graduates' employment by influencing employers' beliefs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Higher Education; College Students; Business Administration Education; Self Concept; Self Evaluation (Individuals); Self Efficacy; Job Skills; Industry; Employment Potential; Student Attitudes; Social Responsibility; Accountability; Theory Practice Relationship; Employer Attitudes; Differences

Abstract:
In response to the continuing disparity between industry expectations and higher education provision, this study examines the self-assessed capabilities of 1,024 business undergraduates in employability skills typically considered important by industry in developed economies. The findings indicate relative perceived strengths in "social responsibility and accountability", "developing professionalism" and "working effectively with others", and weaknesses in "critical thinking", "developing initiative and enterprise" and "self-awareness". Although these findings align with those of recent employer-based studies, undergraduates rate themselves considerably higher than their industry counterparts. The implications of this overconfidence in personal ability, commonly associated with so-called Generation Y graduates, for persistent graduate skill gaps are discussed from the perspectives of industry, higher education and the graduates themselves. Possible ways of encouraging undergraduates to evaluate their capabilities more critically and accurately are discussed. Variations in perceived capability as students progress through their degree programmes are also examined. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employees; Lifelong Learning; Education Work Relationship; Professional Development; Vocational Education; Foreign Countries; Employers; Work Environment; Surveys; Employee Attitudes; Employer Attitudes; Qualitative Research; Statistical Analysis; Career Development; Capacity Building; Motivation

Abstract:
Lifelong learning has become one of the keys to making workers' career paths more secure at both the French and the European policy level. However, the implementation of these policy lines raises delicate questions as to how the responsibility for vocational training should be shared among employees, employers and public institutions. The capability approach is used here to elucidate the ambiguous relationships between responsibility and freedom that characterized French training reforms in 2004. The study, based on quantitative and qualitative surveys in which employers and their employees were consulted, shows that the environment provided by the company contributes more decisively than employees' previous training and career paths to the capability of the latter to attend vocational training and develop professionally at work. Relying on these empirical findings, it proposes a scheme for a capability-based conceptualization of professional development. (Contains 1 figure, 6 footnotes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Students; College English; Majors (Students); Praxis; Education Work Relationship; Liberal Arts; Service Learning; Community Involvement; School Community Relationship; Employment Opportunities; School Business Relationship; Job Skills; Employer Attitudes; Expectation; Career Readiness; Self Efficacy; Critical Thinking; Creativity

Abstract:
How do we impress upon our students the value of ethical writing?--of community involvement?--of civic activism? We must do more than prepare them for their roles as community members and future employees; we must show them in what way they are prepared, as well as how and why to maintain community connections. This paper details the creation of a pilot course and its revision into a repeatedly offered 200-level English class intended to close the gap between students and the wider business and civic community. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employer Attitudes; Administrator Education; Engineering Education; Engineering; Feedback (Response); Computer Software; Team Training; Undergraduate Study; Undergraduate Students; Higher Education; Case Studies; Concept Mapping; Course Content; Leadership

Abstract:
Engineering Management courses are added to a traditional engineering curriculum to enhance the value of an undergraduate's engineering degree. A four-year engineering degree often leaves graduates lacking in business and management acumen. Engineering management education covers topics enhancing the value of new graduates by teaching management skills that are immediately applicable. Thermodynamics or circuits or heat transfer may not be immediately useful to an engineering graduate. Companies often use software (or software versions) unfamiliar to a graduate or their specialization requires a lengthy break-in period. Team building using personality inventories or behavioral profiling or conflict resolution techniques are immediately applicable in any work setting. Project management and engineering economics are applicable if tailored to a particular engineering genre or workplace environment. A coordinated set of courses designed to give a student a lead over other workplace entrants has shown to enhance the likelihood of a person being hired based on feedback from employers, alumni and advisory boards. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Engineering Education; Science Education; Engineering; Research Universities; Teacher Motivation; Teacher Role; Conferences (Gatherings); Job Skills; Questionnaires; Foreign Countries; Employer Attitudes; Employers

Abstract:
The strengths and weaknesses of engineering education in research-intensive institutions are reported and key areas for developmental focus identified. The work is based on a questionnaire and session summaries used during a two-day international conference held at Imperial College London. The findings highlight several common concerns, such as the need to improve faculty motivation towards teaching, broaden the workplace skills of students, widen employer engagement in teaching and raise the relevance and value of scholarly activity in the discipline of engineering education. Examples of good practice used to address such issues are reported. (Contains 1 figure, 5 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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