Future Employment Prospects Research Articles

Teaching the Humanities for the Future Public

Abstract This manifesto is a case study of a new method of configuring Humanities wisdom. Following the 2008 financial crisis, students and parents questioned the value of Humanities disciplines in relation to debt and future employment prospects. The experiment described here is an attempt at Arizona State University to reinvigorate humanistic pedagogy by means of an entirely new transdisciplinary Bachelor of Arts degree that abandons the disciplinary nomenclature that goes back to Aristotle and was instantiated, then ossified, in the twentieth-century university. The problem, it is argued, is not in the content, but in the naming: History, Literature, Philosophy, Language, and Religion. The experiment is to begin not with these discrete and seemingly moribund bodies of knowledge, but with the most pressing concerns of present and future publics. We name these, and so we name the new degree, Culture–Technology–Environment. The manifesto describes the design and content of the degree and raises the hope that curricular innovations of this kind will create Humanities-wise citizens for the future.

Implications of the Differences between Chinese and American k12 Education Models for China

The differences between Chinese and American K-12 education systems have garnered significant attention, yet challenges persist in integrating their strengths. This paper analyzes the structures, methodologies, and impacts of the Chinese and American education systems, focusing on student interest cultivation, development, and future employment prospects. The analysis reveals that the Chinese system excels in academic rigor and discipline, but often at the expense of creativity and student well-being. Conversely, the American system fosters creativity and critical thinking, yet struggles with maintaining academic rigor and consistency across regions. Based on these findings, this paper suggests that China should incorporate more flexible, holistic educational approaches that encourage creativity and personal growth. At the same time, the United States could benefit from adopting elements of China’s emphasis on academic discipline and mastery of core subjects, particularly in STEM fields. Both countries should also enhance global perspectives and technology integration to better prepare students for the demands of the 21st century.

Understanding the Importance of Email Etiquette and Addressing Email Communication Challenges Among BTVI Students

Email serves as a communication channel for students in higher educational institutions to interact with teachers on course materials, assignments, and impending tests and seek guidance on personal or academic concerns. The present research examines student-instructor email communication, explicitly identifying the problematic elements in students' emails that hinder effective communication. The study examines a sample of 50 email communications composed and sent by first-year students to their instructors at Bright Technical and Vocational Institute (BTVI) in Kurdistan. Textual analysis is a valuable method for investigating research inquiries across several disciplines. The study findings demonstrated that informal aspects of student email exchanges include the usage of slang, overuse of capitalization, unconventional spelling, symbols, and emoticons. Lack of adherence to email etiquette norms and grammatical errors. These elements indicate a need for more understanding of formality, professionalism, and the decorum expected in a university atmosphere. Thus, it is advisable to implement pedagogical intervention to develop the necessary abilities for composing and comprehending emails. Providing education and assistance on the protocols and norms of email communication may enhance students' capacity to effectively and professionally interact via email in (BTVI), hence fostering good practices and increasing future employment prospects.

Digital Tools in the Thesis Process: A Case Study from Sweden

The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.

“Missed opportunity”: mental health and ethnographic fieldwork in Japan during the Covid-19 pandemic

The aim of this article is to explore how the relationship between ethnographic research and the mental health of its practitioners is represented in formal anthropological writing and methodological training. Drawing on my recent ethnographic research in Japan, I first reflect on my own mental health and the ways in which I coped with the challenges and difficulties in my professional and personal life since the outbreak of the Covid-19 pandemic. I then focus on how ethnographers’ mental health is treated in anthropology, in particular, and other social sciences in general. I find that the long-standing inclination of neglecting mental distress during and after fieldwork is beginning to change, with researchers, especially female anthropologists, beginning to point out the pitfalls of ethnography related to mental health. However, the issue remains highly stigmatized. Although fears exist that writing openly about the mental anguish experienced during fieldwork will affect future employment prospects. I think that it is necessary we examine them, as the emotions often continue to affect the lives of ethnographers even after leaving the field.

English Pre-Service Teachers' Decisions on Working as Bilingual Agents at Call Centers and Their Perspectives for Future Employment

Currently, there is a growing trend for pre-service language teachers to work as bilingual agents due to the increase in call centers as a means of customer service. This research investigates the reasons why pre-service language teachers, choose to work as bilingual agents in call centers instead of pursuing a career in education as teachers of foreign languages which is part of the essence of their professional training. The results indicate that the main reasons for their interest were related to payment, flexible schedules, opportunities to improve their communicative competencies in the target language and enhance their cultural awareness. When asked about their future employment prospects, they expressed a desire to become language teachers. However, a significant group is uncertain about their decision to become teachers, and some are more interested in continuing to work as call center agents. Following a mixed research design, the researcher developed the present study integrating qualitative and quantitative data for more reliable results. Data was collected through semi-structured interviews, surveys and focus groups. Participants were 55 pre-service language teachers currently working as agents at a call center. The data was analysed using thematic analysis to identify categories that emerged. In addition, the research is comprehensively discussed, and the conclusions of the study are presented. The results obtained provide an opportunity for discussion and reflection on the conditions of teachers in educational contexts compared to other job offers.

Working Conditions, Worker Rights, and Managerial Domination During the COVID-19 Pandemic: Assessing Their Toll on Precariously Employed Workers and Family Well-Being.

Precarious Employment (PE) is characterized by job, income, and benefit insecurities. Studies surrounding PE and well-being have been predominantly quantitative, leaving a gap in rich descriptions of employment experiences. We recruited a sample of 40 adults aged 25-55 who were involved in PE during the beginning of the COVID-19 pandemic or lost employment due to the pandemic. Semi-structured interviews were administered. Employment and income insecurities were common and had negative impacts on the well-being of participants and their families. Uncertainty about future employment prospects and job and income loss resulted in chronic distress. Other insecurities-access to benefits, violation of worker rights, worker safety-was also reported as impacting well-being. The COVID-19 pandemic deepened insecurities, hardships, and distress among workers with PE conditions. Given the myriad insecurities experienced by those engaged in PE, the focus of precarious work research should also include working conditions, violation of worker rights, and managerial domination.

THE IMPORTANCE OF ENGLISH FOR SPECIFIC PURPOSES BASED ON THE ENGINEERING STUDENTS’ PERCEPTIONS

English for Specific Purposes (ESP) is garnering significant attention and anticipation for its contribution to the teaching and learning process at the Polytechnic of Road Transportation Safety in Indonesia. Consequently, this study offers valuable insights into the perceptions of cadets at a vocational college regarding the significance of the ESP course within the transportation engineering program. Specifically, this paper aims to explore the cadets' perspective on the role of ESP in their future careers. By conducting a qualitative descriptive study, four types of questionnaires were administered to a total of ninety second-year cadets who are pursuing a major in transport engineering. The findings reveal that the cadets/students recognize the importance of ESP as a crucial subject that supports their future employment prospects. Moreover, they acknowledge the appropriate allocation of time to ESP within their curriculum, recognizing its necessity for their academic success and eventual career advancement. Understanding the importance of ESP is crucial for cadets aspiring to work in the industry. Cadets must have a strong motivation to learn and familiarize themselves with core engineering concepts in order to establish themselves as competitive engineers on a global scale.

Resilience in the Face of the Ongoing War in Ukraine and Coping Strategies Adopted by Polish Students of Modern Languages in Higher Education

The Russian invasion of Ukraine on February 24, 2022 shattered Western illusions of peace and security, raining tensions on both a macro and micro level. This article was thus inspired by how the war had affected Philology students in Poland, specifically emphasising the city of Rzeszow, which lies close to the Ukrainian border. The aim assigned to the research project was to investigate levels of resilience among students and how this correlates with stress levels and to further investigate the potential coping strategies adopted by the students to mitigate their anxiety levels. What has been shown is that there is a correlation between the proximity of students to graduation and the levels of anxiety they felt about their future employment prospects and that the most common method for coping with stress was to become actively involved in assisting in the most immediate manifestation of the cause of the stress, in this case assisting refugees.

Exploring the roles of self-care and self-awareness in the psychological well-being of college students

Currently, college students face a multitude of pressures, including academic demands, social relationships, and future employment prospects, which can potentially impact their psychological well-being. This study aims to explore the roles of self-care and self-awareness in the psychological well-being of college students. Through surveys and interviews, the research findings indicate that self-care and self-awareness can effectively alleviate the psychological stress experienced by college students, enhancing their adaptability and psychological resilience. The results suggest a positive correlation between high levels of self-care and self-awareness and better psychological well-being. This study underscores the importance of strengthening psychological health education in colleges to help students cultivate positive self-images, enhance self-care and self-awareness, and thereby maintaining their psychological well-being.

Soft Skills Demand and Supply Through the Lens of Higher Education Students

Soft skills are becoming equally crucial as hard skills in today's labour market. In contrast to hard skills which are teachable typically through formal education, soft skills are non-technical and interpersonal, allowing individuals to be able to find and succeed in their studies, jobs, and professional life. Despite the increasing emphasis on soft skills, many university students are either unaware of or neglect enhancing them. Soft skills deficiency among university students has become a significant concern for employers, educators, and policymakers, as it negatively affects students' academic performance and future employment prospects. The purpose of this study is to investigate students’ perceptions of the demand for soft skills and the possibility and availability of learning opportunities. The expected outcomes intend to provide insights about awareness of soft skills among students and pathways to reduce the soft skills gap through training provisions in higher education settings. Furthermore, it aims to find out how the young generation (mainly Generation Z) would perceive digitalisation and specifically gamification as a solution to facilitate soft skills training. This is a mixed method study, in which, an open survey was the data collection media. The survey was conducted during the spring semester of 2023 and analysed using visualisation and summarisation methods. Based on the outcome of 66 master’s and bachelor's students attending the digitalisation courses in two classes in Sweden, over 50% of the students perceived a lack of soft skills in their curricula. They were also positive toward the use of gamification as an effective digital strategy, recognising it as a powerful tool to facilitate training and developing soft skills as a part of formal learning in higher education. As a suggested approach, gamifying soft skills training potentially creates simulations that mimic real-world situations to allow students to practice and develop their soft skills in a safe and low-stakes training environment. This facilitates training soft skills for better communication and collaboration during their academic journey and after their graduation and to prepare students for successful careers.

A meta-ethnography of how children and young people with chronic non-cancer pain and their families experience and understand their condition, pain services, and treatments.

A meta-ethnography of how children and young people with chronic non-cancer pain and their families experience and understand their condition, pain services, and treatments.

Survey of ASCO Sponsored Oncology Interest Groups in the United States Assessing Medical Student Perceptions of Education in Radiation Oncology and Future Employment Prospects

Over the last five years, applications to radiation oncology residency programs among graduates of medical schools in the United States (US) have declined by nearly 50% with a corresponding increase in unfilled positions in the National Resident Matching Program. This has led to ongoing concern regarding the future of the radiation oncology workforce and speculation regarding contributing factors. There are no published data substantiating medical student viewpoints on these issues. To better understand medical student perceptions of oncology specialties (medical oncology (MO), radiation oncology (RO), and surgical oncology/surgical subspecialties (SO)) and factors contributing to their career choices, we conducted a survey among oncology interest groups sponsored by the American Society of Clinical Oncology (ASCO). Survey content emphasized relative impressions of oncology specialties, exposure to these fields during medical school, and perceptions of future employment prospects. An IRB-approved thirty-item questionnaire was distributed electronically via SurveyMonkey to US medical student members of ASCO sponsored interest groups. Participation was optional at the institutional and individual level and responses anonymous. Chi square test or Fisher's exact test was used to compare categorical variables. Two-hundred seventy-nine students completed the survey (37% male, 62% female; 42% White, 40% Asian, 18% underrepresented minorities). Students report receiving less exposure to radiation oncology during medical school: 19% report RO is not included in their curriculum vs. 4% for MO (p<0.01); 77% report receiving lectures from MO faculty, 33% from RO, and 41% from SO (p <0.01); 41% were encouraged to consider RO as a specialty, compared to 62 % for MO and 42% for SO (p < 0.01); 45% report having a clear understanding of role of MO in oncology care vs. only 25% for RO and 38% for SO (p<0.01); 41% saw MO as leaders of the multidisciplinary cancer team, 1 % for RO, and 2% for SO, 47% felt all played equal roles (p<0.01). Students have more negative perceptions of future career prospects for RO: 81% feel that job prospects for MO are strong, 55% for RO and 73% for SO (p<0.01); 54% feel strongly that jobs are available in desirable geographic locations for MO, 36% for RO, 48% for SO (p<0.01); 27% of students report concerns about the future viability of RO, 10% for MO, and 11% for SO (p<0.01). Compared to other oncology specialties, students have less exposure to RO, less understanding of the role of RO in multidisciplinary cancer care, and more pessimism about the future job market/specialty viability. These are likely contributing factors to declining interest in RO among graduates of US medical schools. Current radiation oncologists should increase efforts to improve medical student interest and understanding of RO.

Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability

ABSTRACT Historically, males from low socio-economic backgrounds have been a difficult demographic for educators to reach and engage. Despite efforts to widen participation in Australia, males who would be considered ‘first-in-family’, remain severely underrepresented in higher education. For those who do attend, they often encounter significant barriers and are at a higher risk of attrition. Experiences with employment can be a determiner of their success at university both in terms of informing or reaffirming their prospects for future employment. While recent policies in Australia have sought to integrate working-integrated learning (WIL) into university studies, these are not available to all students thus opportunities to develop skills and attributes through WIL remains a fragmented picture. As a result, we are witnessing many young people who are concerned about their future employability seeking out non-formal WIL opportunities to bolster their CVs. This paper explores the motivations of first-in-family males to pursue non-formal WIL opportunities and the effects these endeavours had upon their aspirations.

Towards Sustainable Service Delivery by South African Local Authorities: A Community Participation Strategy

With the advent of democracy in 1994, the South African government introduced various initiatives as part of youth skills development intervention programmes, and one of such programmes is the internship programme, which is aimed at exposing graduates to workplace dynamics and getting young people to develop their practical skills to nature careers. This programme, however, has its own challenges, especially on the part of the students, who, after completion, appear to struggle finding sustainable employment, which, in turn, renders the programme questionable. The aim of this study is to analyse the skill relevance of the Department of Higher Education and Training (DHET) internship programme in preparing interns for permanent employment in the employment sector. This study was empirical and used qualitative methods to analyse the skills acquired by interns during the internship programme at DHET. The sample from which data was gleaned consisted of senior managers and interns placed in different units within the department. While the concept of an internship is admirable for exposing graduates to various employment sectors, the study discovered some flaws in its implementation. For example, it was established that the process of placing interns in the DHET was almost done haphazardly, with little consideration of the linkage between their educational background and the units where training occurs. Therefore, this defeats the general mission of the programme itself and is the cause of the diminished future employment prospects of the students. The study recommended, among other things, that DHET provide graduate interns with technical and strategic training opportunities tailored to their specific career needs in order to improve their employability prospects. Possible ways to overcome the internship-related problems identified in the study are outlined towards the end of this article.

Research on the relationship between college students' employability and IT skills training based on mixed research methods.

In the Internet era, there is a mismatch between the skill demands of the IT industry in China and the employment prospects of computer science graduates. The COVID-19 pandemic has particularly highlighted co-existing challenges for industry recruitment and student employment. Many education institutions see IT skills training as a way to solve this conflict. The present paper employs a mixed methods approach to explore factors regarding computer science students' employability. The study used a questionnaire informed by an indepth literature review, full scale development theory and the theory of competency-based education. Reliability analysis and factor analysis methods were used to assess component reliability and structural validity. A total of 323 valid questionnaires were collected and subjected to mean and variance analyses to explore significant differences, including in terms of gender, in student employability. The results show that: (1) employability is divided into nine factors; (2) IT skills training can improve employability; (3) the employability level of computer science students who participate in IT skills training is high; (4) there are significant gender differences in professional ethics, scientific spirit and job-seeking skills, but no significant gender differences in humanistic qualities, computer cognition and operation skills, software design and development skills, system use and innovation skills, sustainable development capacity and teamwork skills. The identification of student employability factors can help education institutions to improve their training and can be used as a standard for students' self-evaluation and selfimprovement. The paper also provides suggestions for education institutions about how to set up IT skills training programmes to enhance students' future employment prospects in the IT industry.

An educational approach to at-risk children as ‘specialized needs’ students lacking family resources: implementation and implications

ABSTRACT The present study examines the implications of a pedagogical approach that views at-risk children as ‘specialized needs’ students lacking family resources, limiting their future educational and employment prospects. This approach deliberately addresses the distinctive needs of this population. The research investigates a case study conducted at an elementary school in Israel that includes at-risk students and which follows the proposed approach. Data were collected through semi-structured in-depth interviews with 15 at-risk students and 15 members of the teaching staff, as well as observations and document collection. Findings were analysed using qualitative-phenomenological methodology. Two main themes emerged: (1) differential responses to basic and optimal needs; (2) needs-supportive pedagogy. The findings demonstrate that the school adopts a pedagogical orientation wherein addressing at-risk students’ lack of home functionality is considered a prerequisite for learning. Study participants described the school as a ‘second home’ providing for students’ basic and optimal family needs, and fostering students’ development through cultivating a sense of belonging, empowerment, and self-worth. From a theoretical standpoint, this study presents a pedagogical concept that enhances knowledge of school-based educational interventions for at-risk students. From a practical standpoint, it presents an organisational model that can be studied and applied in similar educational systems.

Experiences of creating digital content for teaching and learning through working in staff-student partnerships

Most staff-student partnerships are carried out between students who are studying on the course the academics are teaching; this study is different in showing how skilled students work in partnership with academic staff across the university to create digital content for teaching. The students work as digital media producers (DMPs) within the institution, delivering expertise in the creation of digital content working alongside the academics who develop the subject content. This qualitative study had a small, purposive, and selected sample. Academics and the DMPs undertook focus groups to gather insights into their experiences of transforming teaching and learning into a collaborative process. Thematic data analysis and coding were utilised to generate themes, with consideration to the research objectives while analysing the transcripts. Themes appeared, such as having a central support to encourage relationships and build upon skillsets, thereby supplying the students with an authentic experience and aiding their future employment prospects.

Politics and PTSD: The case of Hong Kong BN(O) visa arrivals in the UK

This article adopts an ethnographic perspective to present the mental health situation of arrivals from Hong Kong (HK) to the UK on the British National (Overseas) – BN(O) – visa. In the months after the 2019–2020 HK protests, Western and Chinese media announced the onset of a mental health crisis. I discuss the construction of this crisis in terms of post‐traumatic stress disorder (PTSD) and disaster mental health, which translate the role of trauma from the clinical sphere into a marker of a moral economy. I also argue that the UK and the People's Republic of China classify populations according to ontological structures of distress for political gain. In this way, they participate in ‘damage‐centred’ research, which regards BN(O) visa holders in the UK as victims without agency and subject to global players. By taking an anthropological stance on the debates surrounding this nascent immigrant group, I assert that PTSD is always political and that mental health integrates itself into larger goals Hongkongers have regarding their future educational, housing and employment prospects in the UK.

Effects of Affirmative Action on Educational and Labour Market Outcomes: Evidence from Nepal's Reservation Policy

We evaluate the impact of an affirmative action policy, which reserves quotas in public jobs for disadvantaged groups, on educational and labour market outcomes through ‘incentive effects’ in future employment prospects. Unlike the affirmative action policies based only on caste (in India) or race (in the United States), Nepal offers a novel context because its policy provides multiple channels of affirmation in public jobs to highly discriminated groups, depending on their caste/ethnicity, gender, geographic origin, and impairment status. Our difference-in-differences estimates using the Nepal Labour Force Survey III (2017/18) suggest that the policy significantly improved the educational and labour market outcomes of younger reservation eligible in the schoolaged cohort at the time of policy change. On average, the younger cohort improved their years of schooling by 1.53 years and monthly earnings by NPR 1,812 (approximately USD 17.76; about 11% of the national average). Our findings also indicate a higher policy impact on education for those who obtain treatment through multiple channels. However, the higher educational attainments of these multiple treatment groups are yet to transmit fully into their labour market outcomes. Our findings offer some important policy implications for not only Nepal but also societies fighting to reduce inequalities across caste, geographic, ethnic and racial groups