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131.
英国提升高校毕业生就业力的经验与借鉴 总被引：3，自引：0，他引：3
在目前我国大学生就业日益严峻的形势下,提高学生的就业能力是缓解其就业难的途径之一。英国政府重视高等职业的教育政策,通过设置各类项目和专项基金配置培养学生就业能力,以及英国高校的在课程设置、就业服务方面的经验,为我国提高毕业生就业能力、完善就业指导体系提供了借鉴。 相似文献
132.
文章从六个角度阐述了教学设计的定义,并论述了三个主要的教学设计模式。这些模式有三个主要的共同活动:分析、战略开发和评估。这些活动均与人员(如学习者和教育者)、教育材料、教育环境、教育方式、教育评估相关。只有结合可雇佣性本身的特点考虑可雇佣性教学,才能使可雇佣性教育具有可操作性。 相似文献
133.
In this article, we will explore Finnish adult graduates’ social positioning in relation to age and ageing, and the new discursive framing of employability that is firmly expressed in national as well as in European policy agendas. Age is here understood as a social construction and ageing as a lifelong process. We will analyse our joint interview data of general upper secondary school and university graduates, aged 30–60, from a discursive and narrative point of view. We will explore how the adult graduates we have interviewed negotiate and interpret age(ing) in relation to the employability discourse. Furthermore, we will explore some of the consequences of undertaking formal, academically oriented education in adulthood and not normatively in youth. As a result, we argue that age(ing) may be interpreted as a positional (dis)advantage notwithstanding the chronological age of the graduate or the level of the degree achieved in adulthood. Furthermore, becoming an entrepreneur of one’s own life willing to invest in continuous learning and education is the requisite at any age, and in no lesser extent for an older adult, willing to enhance her/his employability and stay actively involved in working life. 相似文献
134.
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
135.
‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability 总被引：4，自引：2，他引：2
Michael Tomlinson 《British Journal of Sociology of Education》2008,29(1):49-61
The UK Government is calling upon higher education students to see their learning as an investment that will give them direct benefits in the labour market. At the same time, the relationship between educational credentials and their returns in labour market has been changing in recent times. Based on a qualitative study with 53 final‐year undergraduate students in a pre‐1992 university, this article examines the way higher education students understand the role of their educational credentials in relation to their future employability. It shows that students perceive their academic qualifications as having a declining role in shaping their employment outcomes in what is perceived to be a congested and competitive graduate labour market. While academic credentials are still seen as a significant dimension of their employability, students increasingly see the need to add value to them in order to gain an advantage in the labour market. 相似文献
136.
在英国政府的教育新政指导下,高等教育研究部门、博士研究生本人、学校和管理团队作为一个整体结构,共同为博士研究生的职业生涯负责,着重培养博士研究生的学力能力,并将这种能力与雇主所需要的可转移技能和可雇佣性紧密地结合在一起.本文系统阐述了英国博士研究生培养模式的最新变化及特点,旨在对我国的博士人才开发与培养予以某些启示,从而激发更多学者和社会各界对这一问题的深度思考和关注. 相似文献
137.
Brenda L. Berkelaar Jeffrey L. Birdsell Joshua M. Scacco 《Journal of Applied Communication Research》2016,44(3):275-295
Employers’ use of online information increases the communicative demands and complexity of employability. For employers, gathering online information for personnel selection—a process called cybervetting—supplements or augments existing information acquisition processes. For workers, cybervetting’s extractive processes require considering potential and possible career stories employers might construct. Workers increasingly need to engage in prospective and retrospective storying to communicate and maintain employability and employment. Drawing on exemplars from employers’ reports, this essay highlights: (a) how employers report assembling and making sense of workers’ information during personnel selection; (b) the limitations of existing employability strategies; as well as (c) the increased and unequally distributed uncertainty and risk; and (d) the associated and different work expected of workers as the primary site and authorship of career stories shift. 相似文献
138.
Denise J. A. Metcalfe Cornelius M. Fourie Christoffel P. H. Myburgh 《Journal of Food Science Education》2020,19(2):85-96
South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready. 相似文献
139.
Mollie Dollinger Sophia Arkoudis Samantha Marangell 《Journal of Higher Education Policy & Management》2019,41(4):375-389
Alumni-student mentoring programs have become commonplace at many universities, and yet, scholarly research has rarely explored the impact of these programs on participating students and alumni. To address this, we investigated three alumni mentoring programs at a large research-intensive university in Australia. Using a mixed methods approach (a web based survey and interviews), we sought both students' and mentors' perceptions of their alumni mentoring program and how their involvement may have impacted their perceptions of the university (n=197). The findings highlight that alumni mentoring programs provide distinct benefits to both students and alumni and may result in improved university engagement. Our results also indicate new revelations about alumni mentoring programs, including the challenges associated with mentoring postgraduate students and recommended best practice to ensure the success of alumni mentoring programs. 相似文献
140.
This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management. 相似文献