Future Job Research Articles

An Innovative Course Structure to Teach Excel to Business School Students

Mastering Microsoft Excel is an essential skill for any business school student, whether during their studies, their internships, or their future jobs. This competency is difficult to teach as many students think they master the software when they only use a tiny part of it. In this paper, we will describe an innovative course we’ve created to train a large group of students in our business school. This course combines e-learning paths, online synchronous sessions, and an adapted support. Having taught this course for several years, we will first describe the first sessions of the course. After these sessions, we observed that as some students are aware of the necessity to develop their skills, some others are not involved at all in the process. Following these sessions, we introduced some evolutions we will present. These evolutions improved the course. We will describe these evolutions and present the results on students’ training. Finally, we will present the future developments we plan to implement for next year.

It’s a Woman’s World: Exploring the Role of Female Qualities in the Evolving 21st Century Workplace

As the Fourth Industrial Revolution (4IR/Industry 4.0) continues to be realised through technological advances and social shifts, it has become evident that the future job market remains unpredictable and will continuously evolve. To accommodate the inevitable changes future generations will experience, teaching and learning environments are adapting their approaches. Instead of purely focusing on hard skills, the importance of conveying soft skills is increasingly recognised. Pedagogical experts have pulled the 4 C’s into focus as important 21st-century skills: critical thinking, creativity, communication, and collaboration. The connection between these soft skills, lateral, right-brain thinking, and female qualities is often drawn. This study's methodology explored and synthesised literature across various fields to map key concepts, establish new connections, and explore whether women may inherently possess skills aligned with future workplace demands shaped by the Fourth Industrial Revolution. Digital native characteristics are examined through Generational Theory, highlighting the benefits that soft skills will have for future generations. Additionally, literature on 21st-century skills is examined, and the differences between left and right brain characteristics are analysed to assess the importance of right-brain thinking in future workplaces. Lastly, gender-related qualities are evaluated to determine whether women may have an advantage in the evolving job market. By connecting these perspectives, the study aims to evaluate whether or not women may have the upper hand in the future working world. The study finds no concrete evidence that women inherently possess superior traits for future workplace demands, though the 4IR's emphasis on soft skills and inclusivity could enhance female participation. However, challenges like the lack of role models and digital echo chambers may still impede progress.

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p < 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.

Revolutionizing Computer Science Education: Integrating Blockchain for Enhanced Learning and Future Readiness

Abstract: This research investigates the transformative potential of incorporating blockchain technology into computer science education. In light of the rapid evolution of the digital landscape, traditional educational frameworks often fail to meet the demands of the industry, resulting in a significant skills gap among graduates. This paper analyzes how the integration of blockchain can revolutionize computer science curricula by enhancing learning experiences and equipping students to navigate future technological challenges. The study highlights the advantages of blockchain in educational contexts, including increased security and transparency of academic records, streamlined credentialing processes, and the establishment of decentralized learning platforms that promote collaboration and innovation. It presents case studies of institutions that have successfully implemented blockchain, along with strategies for educators to effectively integrate this technology into their pedagogical approaches. Additionally, the research addresses the challenges and limitations associated with blockchain integration, such as the requisite learning curve and infrastructure demands. The findings indicate that the incorporation of blockchain in computer science education can significantly boost student engagement, provide verifiable skill sets, and align academic outcomes more closely with industry requirements. This study contributes to the ongoing discourse on educational innovation and offers a strategic framework for institutions aiming to utilize blockchain technology in preparing students for the future job market.

Construction Jobsite Image Classification Using an Edge Computing Framework

Image classification is increasingly being utilized on construction sites to automate project monitoring, driven by advancements in reality-capture technologies and artificial intelligence (AI). Deploying real-time applications remains a challenge due to the limited computing resources available on-site, particularly on remote construction sites that have limited telecommunication support or access due to high signal attenuation within a structure. To address this issue, this research proposes an efficient edge-computing-enabled image classification framework for support of real-time construction AI applications. A lightweight binary image classifier was developed using MobileNet transfer learning, followed by a quantization process to reduce model size while maintaining accuracy. A complete edge computing hardware module, including components like Raspberry Pi, Edge TPU, and battery, was assembled, and a multimodal software module (incorporating visual, textual, and audio data) was integrated into the edge computing environment to enable an intelligent image classification system. Two practical case studies involving material classification and safety detection were deployed to demonstrate the effectiveness of the proposed framework. The results demonstrated the developed prototype successfully synchronized multimodal mechanisms and achieved zero latency in differentiating materials and identifying hazardous nails without any internet connectivity. Construction managers can leverage the developed prototype to facilitate centralized management efforts without compromising accuracy or extra investment in computing resources. This research paves the way for edge “intelligence” to be enabled for future construction job sites and promote real-time human-technology interactions without the need for high-speed internet.

How Important are Employability Skills to Business Students?

Research has indicated that educational institutions and the job market are facing many challenges, one being the required employability skills of graduates upon recruitment. This study aimed to explore how important employability skills are to business students. The research method used a sample of 123 questionnaires and 20 interviews of business students from one Saudi Arabian university. The main findings indicated that the participants considered all the mentioned employability skills highly to very highly important according to the students’ academic year and choice of future job but with no significant differences. However, Sophomore year students indicated a high positive significant difference in considering leadership as the most important skill over their junior and senior year counterparts. The findings further indicated the communication and leadership skills of high importance which contradicts the findings in the literature where life-long learning, tolerance, and language skills are considered of high importance. Additionally, the interview responses showed insufficient knowledge on the part of the students to develop their own skills to meet the market needs and maintain sustainable employment. Implications of the present study show that there is a need for urgent collaboration between educational institutions and job markets to identify, orient, and train students in needed employability skills. Future research on matching stakeholders’ employability skills is recommended.

A Study of digital literacy among the marginalizes in Thailand: Issues, challenges for implementation and the way forward

The concerns about digital literacy in Thailand especially relevant to fake news, disinformation, and misinformation keep increasing and creating a multifaceted challenges to various sectors of Thai society i.e. financial, commercial, politics, society, and health-related. Among the areas identified include digital contents creation, dissemination, and social media enabling various information with complex challenges such as the proliferation of fake news, disinformation, and misinformation affected more kinds of negative effects currently. This study employs mixed-research method quantitative (survey questionnaire) and qualitative (Focus group discussion, observation, interview) data collection and analysis. A total of 315 samples and key informants were involved as well as grouped under 5 categories: marginal youths, elderly, community leaders, teachers, also government workers focusing on digital literacy knowledge and skills relevant to fake news. It also highlights the relevant contexts i.e. regulatory frameworks and mechanisms driven by key agencies in Thailand. Two main results were revealed that reflected the objectives of the study accordingly: The first objective is (1) overview of digital literacy and how to achieve it. The findings summarized from survey questionnaire include 1.1) even regulations exist found inadequate enforcement and low public awareness call for more effective and collaborative communication from all partners starting from the government agencies; 1.2) urgent need for public awareness communication campaigns emphasizing all the marginalized groups. Youths expressed in the interviews about their contribution to help reduce all kinds of fake news; 1.3) support more friendly ICT context provision such as availability, affordability, accessibility, usability, and useful information. The second objective is (2) mechanism for digital skills empowerment. The feedback from key informants include: 2.1) strengthening digital literacy skills among all marginalized groups to be a smart citizen then can help protecting themselves, their families and their communities; 2.2) all agencies from policy to local i.e. community leaders, educational institutions, private sectors, social media companies, civil society, and others must synergized more contributions; 2.3) educational institutions must design digital literacy academy with digital new-skills for the marginalizes, ensuring them for their safety and future job demands; 2.4) private sectors should support and co-designing digital products and services that address all current needs; 2.5) local government, and all partners should take an active collaboration and enforcement. The study concluded with implications and suggestions for future research in line with SDGs.

Assessment of an Airway Curriculum in a Pulmonary and Critical Care Fellowship Program.

Endotracheal intubations (EIs) in the intensive care unit are high-risk procedures often performed by pulmonary and critical care medicine (PCCM) providers. The Accreditation Council for Graduate Medical Education mandates PCCM fellows' competency in this procedure; however, the learning experiences vary across programs. After conducting a needs assessment, we developed a curriculum unique to our institution to supplement our fellows' existing EI experiences in the operating room and the intensive care unit. To assess the curriculum's short-term objectives: knowledge acquisition, maintenance, and practical skills 1 year after participation. We administered a survey to the graduating PCCM fellows for two consecutive years. We designed the comprehensive airway curriculum to include didactic lectures and simulation-based education. The knowledge acquisition and maintenance were measured by administering a 26-question knowledge survey before and after curriculum participation and after 1 year. The fellows also received a practical examination 1 year after participation. To compare knowledge survey scores, we used paired t tests and permutation tests. In the needs assessment, 56% of graduating fellows believed they were proficient in performing EI, whereas 33% were undecided and 11% believed they were unprepared. Most believed they would need more than two courses after graduation to be confident in independently performing EIs. Most will only occasionally have backup for EI from anesthesiology or emergency medicine in their future jobs. One identified barrier to learning EI was the lack of a formal curriculum. In the knowledge assessment, nine first-year fellows participated in the curriculum. The cohort's mean presurvey score was 13.0 (standard deviation [SD], 4.5) versus 18.6 (SD, 3.6) mean postsurvey score. One year after participation, the mean survey score was 17 (SD, 1.2). The postsurvey and 1-year postparticipation survey scores were significantly higher than the presurvey scores (P < 0.05). One year after participation, the practical examination showed most fellows retained skills in EI using ramped position, video and direct laryngoscopy, bag-mask ventilation, and oropharyngeal airway placement. The airway curriculum enhances fellows' knowledge acquisition and maintenance 1 year after participation. The practical examination 1 year after participation highlighted the skills retained and those still needing improvement.

A Study of Mobility as a Service for Mobility Management System in the Education Sector

The initiative of the Peru provides robust assistance for promoting mobility to facilitate the discovery of training or employment prospects. It is imperative to discover solutions for limited mobility during widespread disease outbreaks. A practical approach would be establishing a collaborative platform that facilitates cooperation in both professional and educational domains. This research seeks to determine the essential elements to develop a new ecosystem to promote Peru’s academic mobility. This research utilized qualitative and quantitative techniques, specifically interviews, to gather data from 150 participants. The researchers employed the NVivo applications, notably its Word Frequency Query tool, to discern pertinent attributes within the four primary groups: competency acquisition, teaching methods, organization, and technologies. The results indicate that focusing on acquiring skills relevant to the future job marketplace is essential. Learners show a preference for activities that incorporate gamification. The platform ought to be designed to facilitate effortless searching for jobs and training opportunities. In general, learners have a good perception of material that focuses on the future, motivates them, and includes various technical activities. The user experience study might be expanded to encompass a cohort of educators and administrative staff involved in educational Mobility as a Service (MaaS) endeavors.

Who's behind the wheel? Work and health backgrounds of new transit bus operators.

Investigate new bus operators' (n = 293) occupational and health backgrounds to inform how transit authorities can support their future health and job success. New bus operators completed surveys and direct measurements that addressed demographics, work history, and 10 health risk factors. Participants averaged 42.76 years of age and were predominantly male (73.5%). Many (45.7%) came from minority backgrounds and most (66.3%) had no prior commercial driving experience. Transportation and material moving occupations were operators' most common prior jobs followed by protective service and sales and related occupations. Study-specific criteria classified operators as having low (49.5%), medium (37.9%), and high (12.6%) health risk levels. About half of the sample had medium-to-high health risks and most lacked commercial driving experience. Such information may help employers proactively support new bus operators' health and job success.

Evaluating contexts for implementing a competency‐based curriculum in south and eastern Africa: A meta‐narrative review

AbstractMany countries have looked at schools as spaces that can impart requisite skills for future jobs through competency‐based education (CBE). Yet, there is limited comparative research evidence showing countries' implementation progress. The research design adopted for this study is a meta‐narrative. Stufflebeam's (2000) context, input, process and product evaluation model is used to reflect on the education systems of two countries, Rwanda and Zimbabwe, and the enactment of their competency‐based curricula. Data from the literature was analysed using a combination of thematic, content and narrative approaches. The findings of the study established four epistemic areas that influenced the growth of the CBE movement—competency‐based training, progressivism, competency assessment programmes and the 21st‐century CBE movement. Further results showed that the extent of support for education, literacy levels and proficiency in the language of instruction were some of the context‐determinant factors influencing CBE implementation. Despite some success stories, challenges in the areas of assessment, teaching and ICT integration were reported. The study made two recommendations. Firstly, countries can enhance effective implementation through the provision of guiding frameworks for continuous professional development to empower teachers on the knowledge and skills for a CBE. Secondly, there is a need to re‐examine the CBE approach to country‐specific contexts to assess relevance to prevailing national needs.

MEASURING CAREER EXPECTATIONS OF GENERATION Z: KARABUK UNIVERSITY EXAMPLE

This study aims to ascertain the career expectations of Generation Z. To achieve this objective, it analyzes the concepts and characteristics of Traditionalists, Baby Boomers, Generation X, Generation Y, and Generation Z, with the underlying reasons for their distinctions. The research comprises 551 male and 253 female students currently enrolled at Karabük University in Türkiye. This study utilizes a descriptive research model, employing online survey forms as the primary data collection methodology. The gathered data analysis was done using t-tests and ANOVA statistical measurements. After a thorough evaluation, the findings revealed significant differences in the responses between participants from Generation Z and Generation X. While the majority of the respondents expressed confidence in possessing adequate knowledge about their future job prospects and expectations, most respondents expressed the need for assistance with career services. Therefore, the findings recommend that employers should be prepared to address the unique needs and work styles of Gen Z.

Study of the Impact of Job Training Programs on Increasing Skills and Unemployment Rates in East Java

This study aims to examine the impact of the job training program on increasing skills and the unemployment rate in East Java. The job training program is the government's effort to improve the skills of the workforce in order to reduce the unemployment rate. The research method used is study literature review analysis. The data were analyzed through literature review collected from related agencies, namely BPS Statistics, scientific articles and journals, and more. The results of the study show that the job training program has a positive impact on improving the skills of the participants. After participating in the job training program, participants reported having a significant increase in skills in areas relevant to the job they were looking for. This program provides effective and relevant training, thereby enhancing the ability of participants to compete in the labor market. In addition, this research also shows that the job training program has a positive impact on the unemployment rate in East Java. After joining the program, most of the participants were successful in finding jobs that matched the skills they had acquired during the training. This indicates that the job training program is effective in reducing the unemployment rate in the area. However, this study also identified several factors that need attention to increase the effectiveness of job training programs in East Java. These factors include the compatibility of the program with the needs of the labor market, the accessibility of the program for people in remote areas, and support from related parties in facilitating the placement of program participants into the world of work. This research provides valuable insight into the impact of job training programs on skills improvement and unemployment rates in East Java. The results of this research can be used as a basis for improving and developing future job training programs to support economic development and improve the quality of the workforce in the region.

Informal Learning and its Moderating Effect Between Employability and job performance of Young Recent Graduates in Their First job

The purpose of this paper is to examine the effects of knowledge management through informal learning on the relationship between employability and job performance of recent graduates in their first jobs. A quantitative, cross-sectional survey of 392 graduates of business school management programs at 4 universities in Lima, Peru was conducted to study the relationship between employability and job performance as moderated by informal learning inside and outside the work environment. It is confirmed that informal learning positively moderates the relationship between employability and job performance of recent graduates. However, informal learning impacts the employability dimensions differently. The results challenge traditional methods of learning and training inside and outside the work environment and provide new insights for knowledge management, talent management and their induction, training and development programs for a dynamic workforce with digital skills developed since the university stage. The implications of limiting employees' access to informal learning activities may limit future employability and job performance; employees can develop knowledge and competencies through informal learning activities on their own initiative, however, it is important to facilitate this process within the organization's processes. This study provides further evidence of the relationships between employability, informal learning and job performance in young recent graduates. In addition, it provides knowledge on how business schools can include informal or non-instructional learning activities in their curricula, thus generating self-learning skills for upcoming graduates and improving their skills and competencies.

Developing a project-based learning-based e-module to enhance critical thinking skills on vocational students

This study aims to develop a digital simulation and communication e-module based on Project Based Learning by using Moodle application to improve critical thinking skills in the field of computer and network engineering. The main focus of this study is to assess the validity, practicality, and student responses to the developed e-module design. The study employed a Research and Development (R&amp;D) with the 4D model, including Define, Design, Develop, and Disseminate. The instrument used was a set of questionnaires on validation, user practicability, and student responses to the e-module, distributed to 25 students. The e-module was rated as valid by media experts (82%) and material experts (84%) and very practical according to teacher assessment (89.09%) and practical according to student assessment (84.07%). The results showed that students' scores after using the e-module were higher than the scores before using the e-module, indicating the effectiveness of the e-module in improving students’ critical thinking skills and understanding of the learning. The findings emphasize the importance of technology integration in vocational high schools to prepare students for future jobs and encourage innovation in 21st century learning methodologies.

Making the grade? A meta-analysis of academic performance as a predictor of work performance and turnover.

Many organizations assess job applicants' academic performance (AP) when making selection decisions. However, researchers and practitioners recently have suggested that AP is not as relevant to work behavior as it used to be due to factors such as grade inflation and increased differences between academic and work contexts. The present meta-analysis examines whether, and under what conditions, AP is a useful predictor of work behavior. Mean correlations (corrected for error in the criterion) between AP and outcomes were .21 for job performance (k = 114), .34 for training performance (k = 8), and -.02 for turnover (k = 20). There was considerable heterogeneity in validity estimates for job performance (80% credibility interval [.04, .37]). Moderator analyses revealed that AP is a better predictor of performance (a) for AP measures that are more relevant to students' future jobs, (b) for professor ratings of AP than for grades and class rank, (c) for samples that include applicants from the same university or from the same major, and (d) for official records of AP than for applicant self-reports. Job relevance was the strongest and most consistent moderator with operational validities in the .30s and .40s for measures that assessed AP in major-specific courses or courses in which students are evaluated on behaviors relevant to their future jobs (e.g., practicum classes). Overall, researchers and organizations should carefully consider whether and how AP is relevant to particular jobs and outcomes, as well as use designs and measures that optimize the predictive value of AP. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Perceptions of the current and future emergency medicine workforce.

The objectives of the study were to assess emergency medicine (EM) physician perceptions of the EM job market 2 years after "The Emergency Medicine Physician Workforce: Projections for 2030" was published in Annals of Emergency Medicine and to examine how the workforce report may have influenced perceptions about job prospects. A cross-sectional survey was conducted in 2022 of EM residents, fellows, and attendings at 21 practice sites. Main outcomes were perceptions of the likelihood of currently finding any job, currently finding a desirable job, and confidence in the future EM job market. Note that 831 of 1938 physicians (42.9%) responded. A total of 92.4% reported a high likelihood of finding any job currently, 49.8% reported a high likelihood of finding a desirable job currently, and 44.4% reported future confidence. Workforce report familiarity was associated with greater likelihood of finding a desirable job. Fellows were least confident in the future. Residents with desired Midwest location were twice as confident in the future job market; those with desired West location were less confident. Attendings 20 or more years post-training were more than twice as likely to report a high likelihood of finding a desirable job and almost twice as likely to report future confidence. Attendings in leadership were nearly three times as likely to report high a likelihood of finding a desirable job and future confidence. EM trainees and attendings have favorable perceptions of the current job market but are less confident in future prospects. As the projected surplus of EM physicians appears to have had an impact, updated projections are needed for more accurate assessments of the future of the specialty.

Unveiling maritime English communication needs for seafarer: Strategic reformation for classroom instructional design

The significance of onboard maritime English communication has led to the needs of innovation in language teaching strategies and instructional design. Mostly Indonesian seafarers faced serious problems to join ocean-going vessels due to maritime English proficiency. This study attempted to capture the essential demands of Indonesian seafarers joining an ocean-going vessel for their communication techniques using maritime English, with the goal of having a greater impact on the development of instructional design for Indonesian curriculum. Semi-structured interviews were conducted with 14 Indonesian seafarers assigned to different ocean-going vessels of various sorts, sizes, and foreign flags. Semi-structured interview was performed with three maritime English lecturers from different maritime education institutions in Indonesia. This study employed qualitative research by combining theory and using NVivo 12 Plus software as the coding method to understand and analyse data. The first finding indicated that operational maritime communication strategies such as in routine and special-message communication like safety, distress and urgency communications were required to create communication patterns. Second finding denoted challenges faced by Indonesian seafarers in having maritime communication such as unclear meaning resulted from improper word choices, different accents and pronunciations of the different socio-cultural of radio officers they spoke to, and due to sentence construction. The third finding revealed the focus of materials for each language skill for communication onboard. The whole findings implied that maritime-ESP teaching should reform with solemn education packages and instructional design heading toward the communicative competence to prepare cadets with the required needs of their future seafaring job.

Enabling technology hand in hand with enabling practices

PurposeIn the project “Working the way I want” (AWIEW), people with and without disabilities are co-creating a needs assessment tool (NAT) to support participation in the labour market. This tool will include a technological solution at its core and a set of tested new social practices for its successful application in Germany.Design/methodology/approachThe AWIEW project combines several methods and a participatory approach from different disciplines in a transdisciplinary project design. At the micro level, the participatory design approach is used to jointly develop the digital tool with people with disabilities (PWD). At the meso level, semi-structured interviews are used to gather data from different stakeholders in the PWD’ social ecosystem to uncover factors facilitating or hindering the successful transition of PWD to the labour market.FindingsThis paper discusses how transdisciplinary results can be incorporated into the development of a tool that supports PWD in navigating their occupational orientation processes. Some preliminary findings are: (a) Vocational orientation for PWD often starts with difficulties in imagining a future job; participative designs need to start from this premise. (b) PWD’ knowledge about the labour market depends on information provided by their social ecosystem; thus, research and design must take this ecosystem into account. (c) Welfare organisations instil a feeling of security and competence within their structures that has to be considered in needs assessment – both as a hindering and an empowering factor.Originality/valueThis paper highlights the importance of combining a digital solution and new practices for a promising approach towards enhancing the participation of PWD in the labour market.

ESP Students’ Self-Reflection on English Speaking Anxiety: An Investigation on Gender’s Perspectives

Speaking in a foreign language becomes a challenge for many students, including ESP students. In ESP class, the students learn English for specific context related to the professional fields. Thus, having anxiety in the English class could affect their future performance in their future job. The current study seeks for insight on identifying speaking anxiety awareness among ESP students through self-reflection. The students are required to describe on of the tourist attraction in front of the class and have a self-reflection on their performance. With the total of 15 male and 15 female students, the study applied a qualitative study with case study design. The data were collected through classroom observation, questionnaires, and interview. The data were triangulated and analyzed through data condensation, data display, and conclusion drawing. As a result, the male students tend to have speaking anxiety than the female students. Based on the male students’ perceptions, pronunciation difficulty, lack of grammar comprehension, lack of vocabulary mastery, and lack of confidence become the cause of the speaking anxiety, while the female students have lack of practice, nervousness, and pronunciation difficulty as the problem. Thus, it is suggested the English lecturer to provide more practice on language system, such as grammar, vocabulary, and pronunciation to shape students’ comprehensibility on English. Also, the ESP students need to have extensive speaking practice to boost their confidence in speaking in front of the class.