Generic Abilities Research Articles

Measuring digital skills in community adult learning settings – implications for Australian policy development

ABSTRACT Social and economic participation is increasingly dependent on the proficient use of digital technologies in everyday life. Digital skills, alongside literacy and numeracy, are now foundational skills that all Australians should have. Yet, how policy makers, scholars, and adult educators can effectively identify people’s current and desired digital skills is not well established. Existing frameworks tend to be instrumentalist, listing generic abilities that all citizens need for success. Digital abilities, however, are context-specific and attempts to generalise need to be responsive to local circumstances. We present a theory-driven Digital Ability Self-Assessment Tool, developed for a government agency and piloted in a community organisation. The Tool takes a distinctive socio-material approach to overcome shortcomings of other digital ability assessment tools, which often focus on normative measures of skills attainment. Overall, we argue that authentic digital skills policy and programme development must account for the contexts in which digital technologies are used.

Microfoundations of Dynamic Capabilities for Social Innovations in Small Non-Profit Organizations

The promotion of social innovations by non-profit and business organizations has gained increasing interest. Yet, there has been limited research on routines that organizations use to facilitate social innovations. This paper uses a dynamic capabilities framework to understand the microfoundations of dynamic capabilities for social innovation in small non-profit organizations. Through analysis of routines of 20 small organizations in five European metropolitan areas, the paper demonstrates that many microfoundation aspects resemble generic abilities of opportunity identification, alliancing, user engagement, networking, and organizational learning. However, their orientation toward public values requires incorporating commitments to social value and principles of ethics, responsibility, and sustainability, into different organizational processes. We suggest that social impact does not always require substantial investment and can be achievable through modest changes such as repurposing surplus resources. Building flexible routines that enable such incremental changes is a key element of organizational capability to adapt to changing contexts.

Trends in the Integration of Generic Skills to College Chemistry Curriculum and their Implications

University science and engineering education has traditionally focused on science knowledge and scientific methods. However, the recent global trends are to emphasize generic abilities and skills such as communication skills, personal and social responsibility, ethics, and team skills that go beyond science when it comes to university science and engineering education. Furthermore, the current trends aim to incorporate generic abilities and skills into the regular science curriculum to ensure inclusiveness and accessibility. Based on these factors, there is the perception that chemistry professionals need to develop generic skills as well as chemistry knowledge, and that generic skills can be effectively developed in various contexts in the field of chemistry itself. This article presents the background and process in which education for cultivating students' generic abilities and skills is integrated into the college chemistry curriculum in the case of the United States, Europe, and Australia. The American Chemical Society, the Royal Australian Chemical Institute, and the European Chemical Society have established new standards for their chemistry bachelor programs, including generic abilities and skills, through accreditation such as the ACS Approval program, Chemistry Threshold Learning Outcomes (CTLO), and the Eurobachelor® framework, respectively. In order to cultivate students’ generic abilities and skills in college chemistry education, a fundamental change from curriculum design to one that emphasize teaching-learning methods and evaluations is needed. To this end, professors' active participation is essential, so cooperation between academia and the government and financial and institutional support from the government are needed. Considering the criticism coming from academia for the demands for all universities to rapidly change into competency-based education in connection with the government’s financial support, all of which is taking place without sufficient discussion and preparation in Korea, it is worth noting the implications of mutual respect and cooperation between the government and academia in the aforementioned three cases.

Evaluation of Business School Graduates' Perspectives on the Impact of Technological Development on their Employability in the Indian Labour Market

The study looks into the impact of technological advancement on the employability of business graduates in the Indian labour market. The study had four particular aims, and four null hypotheses were developed as a guide. The study used a descriptive survey design method. A four-rating structured questionnaire titled "Modern Technology and Employability skills" (MTES) was used to collect data from 512 participants in the 2021/2022 business education postgraduates' admittance examination. Data was coded in SPSS and Pearson Product Moment Correlation Coefficient was calculated to test null hypothesis one. The second null hypothesis was tested using Chi-square, whereas the third and fourth null hypotheses were tested using ANNOVA. At the 0.05 threshold of significance, all four hypotheses were tested. Among other findings, the analysis demonstrates that business education curriculum contents in India do not provide students with generic abilities essential for employability in the Indian labour market in the current sophisticated technology period. Based on their findings, the researcher propose that all of the major abilities in modern technologies required by the Indian labour market be incorporated into the curriculum of business education programmes in Indian institutions

A Response to Wolfart’s “Religious Literacy”: Some Considerations and Reservations

Abstract This text addresses three related aspects of Wolfart’s article on religious literacy: the critique of assumptions on the outcome of increased religious literacy, questions about the purpose of religious education, and the suggestion that religious studies are ex-theological. Although the predictability of the results of certain classroom activities presents a fundamental problem, I argue that the tentative and generic abilities highlighted in the religious literacy discourse may function as a starting point to elaborate on a better definition of religious literacy in religious studies. Moreover, based on Biesta’s educational philosophy, I argue that the religious literacy discourse is about learnification in rhetorical disguise as value-based education. Instead, I suggest that the purpose of religious education should be (re)considered from Biesta’s three dimensions of qualification, socialization, and subjectification. Finally, I problematize Wolfart’s suggestion that religious studies are ex-theological and conclude that, although there are a theological dimension and a genealogy to be observed in the religious literacy discourse, other kinds of scholarly aspects are also worth exploring further.

Validity and Reliability of Chemical Test Instruments for Acid and Base Solutions Oriented Generic Skills Science

The 2013 curriculum prioritizes the generic skills needed in science learning. Generic science skills require valid and reliable measuring tools. The purpose of this research is to reveal validity and reliability Chemical test instruments oriented to generic science skills on acid and base solutions. The subjects used were 35 students for the small class test and 125 students for the large class test. The method used is the quantitative method in the form of questionnaire sheets and KGS-oriented acid-base chemistry questions. Construct validity using confirmatory first order analysis. Interterrater reliability using 3 raters and tested using two-way annova with Ebel formula. The reliability of the large class test used the cronbach alpha formula. content validity of each item in each 81.25% eligible category. Construct validity seen from the item polarity of the items has a positive Point Measure Correlation (Pt. Mea-Corr). A total of 32 items have a strong or high correlation number. Three questions, namely item number 23 (0.57), 27 (0.49), and 33 (0.67) have a moderate correlation. Reliability between expert raters was analyzed using the Ebel formula resulting in 0.79 which was in the currently category. Small class test reliability 0.97 high category. The reliability of the large class test item reliability is 0.90, personal reliability is 0.94, and the KR-20 is 0.99 which is classified as high. Thus, the level of generic science ability that has been tested for validity and Reliability can be used by educators to determine the level of students' generic science abilities.

CORRELATION OF SYMBOLIC LANGUAGE AND CAUSE AND EFFECT RELATIONSHIP TO MATHEMATIC MODELING IN SENIOR HIGH SCHOOL PHYSICS LESSONS

The generic science skills are the basic abilities that must be possessed by every student who studies science. This ability consists of various indicators namely direct observation, indirect observation, symbolic language, logical inference, causal relations, mathematical modeling, and construct concepts. This study only focused on indicators of symbolic language, causal relationships, and mathematical modeling. This research is a correlation study that aims to find out the relationship between symbolic language abilities and causal relationships on mathematical modeling abilities in physics subjects. The results of the study indicate that there is a relationship in the ‘sufficient’ category between symbolic language abilities and causal relationships to mathematical modeling abilities in physics subjects. Suggestions for further researchers are that in the learning process it should focus on the science process, which needs to guide students to develop their generic abilities in science, especially physics.

The Effect of Computer Software Interaction on Students Cognitive Abilities Enhancement: The Case of Engineering Educators’ Perspective

In this digital age, the deployment of modern technology in the workplace to mitigate global challenges has become paramount. Therefore, the academic program, as accredited by the regulatory and accreditation bodies, is to ensure the production of quality industry-ready engineering graduates. These products are expected to be technology savvy and proficiently skilled in using computer software (CS) for productivity towards engineering activities. Unfortunately, there exists a gap in the quality of the graduates produced by tertiary engineering institutions in the developing world. This gap can be associated with the lack of computational thinking (CT) skills to meet the industry needs in this age of IR 4.0. Therefore, the paper reports the engineering educators’ perceived contributions and gains achieved while employing computer software in the course of instruction towards the cognitive ability enhancement of the engineering students. It provides an in-depth exploratory inquiry into the deployment of CT and its impacts in engineering education while focusing on its integration at what level in the course of study. The research follows a phenomenographic research approach explored the experiences of engineering educators from different engineering disciplines in the higher education institutions, namely chemical, civil, electrical, and mechanical engineering, to gain valuable insights. Data collected through a semi-structured, in-depth interview was coded using NVivo 12 CAQDAS and analysed for relevant themes. The findings indicate a significant potential benefit of enhanced cognitive abilities leading to the development of special knowledge, generic intellectual abilities, and personal attributes. In addition, the integration of CS should be the focus of instruction at the most appropriate level of study to allow for considerable exposure to CS to achieve the desired learning outcome. These findings have direct implications on the engineering educators and students, engineering faculties, and other stakeholders.

Pengaruh Penerapan Model Pembelajaran Berbasis Masalah Terhadap Kemampuan Generik Sains Siswa Pada Materi Larutan Penyangga

This study was conducted to determine the effect of the forward model of Problem Based Learning on the generic ability of science students subject to buffer solutions. This research was conducted in class XI MIA Negeri 3 Medan in the academic year 2018/2019. The sample in this study consisted of two classes taken by random sampling, namely the experimental class with Problem Based Learning models and the control class with Direct Interaction models. Data collection techniques with the test method, in the form of questions about the subject of a buffer solution to measure the results of learning chemistry and the generic ability of science students (multiple choice). Data analysis using t test with independent sample t-test technique using SPSS version 20. Based on data analysis, the average value of student learning outcomes using problem based learning models increased from 34.02 to 80 compared to DI models from 31.94 to 74.58. This is supported by the results of hypothesis testing, obtained data that sig (2-tailed) <α or 0.003 <0.05, so that Ha is accepted and Ho is rejected. The data shows that the use of problem based learning models can affect the generic abilities of students' science.Keywords:Generic science skills, Problem based learning

TEAM-BASED LEARNING AND GENERIC CAPABILITIES IN STUDENTS WITH AND WITHOUT EXPERIENCING THE INDONESIAN QUALIFICATION FRAMEWORK CURRICULUM-BASED: EVIDENCE FROM ACCOUNTING EDUCATION STUDENTS IN INDONESIA

Student skills should be able to be trained and developed during the learning process, especially generic skills. The purpose of this study is to analyze the effect of team-based learning on the generic abilities of accounting students at Medan State University. The population in this study were accounting education program students totaling 96 students from class of 2015 and 107 students from class of 2015. Data collection techniques using questionnaires. The validity, reliability, and classic assumption testing are employed before conducting hypothesis testing using a two samples t-test for difference of means. The results showed that there was an effect of the application of the Team-Based Learning (TBL) learning model on generic abilities in Accounting Education students. Keywords: Team Based Learning, Generic Capabilities, Accounting Students, Universitas Negeri Medan.

The arts: a precious part of special education? How principals value and organise arts education in compulsory school for pupils with intellectual disability in Sweden

ABSTRACT The intersection of arts education and special education as a field has been described as lacking in unity, partly because the practices of its different stakeholders are embedded in either special education or arts education. This paper investigates how principals prioritise teachers’ qualifications when organising arts education in compulsory school for pupils with intellectual disabilities (CSID) in Sweden, what they perceive the value of arts education in CSID to be and how they organise arts education in relation to cooperation between pupils from CSID and compulsory regular school (CRS). These questions were investigated using a questionnaire, which was answered by 124 principals. The results show that around three times as many principals prioritised specialised arts knowledge over competence in special education. However, the degree to which this occurred varied across arts subjects. A majority of the principals valued arts education for the opportunities it offers pupils to develop generic abilities, such as communication skills, creativity, and imagination. Cooperation between CSID and CRS for arts education appeared to depend on how school leadership was organised. The article concludes with suggestions on how the organisation of arts education could be improved in relation to the two areas of expertise and the idea of inclusion.

Estilos de aprendizaje y rendimiento académico de estudiantes de la carrera de obstetricia

Introducción: el presente estudio analizó los estilos de aprendizaje de estudiantes universitarios de obstetricia de Concepción y su relación con las variables edad, año de la carrera que cursa y rendimiento académico. Se planteó como hipótesis que el estilo de aprendizaje que incrementa en mayor medida el rendimiento de los estudiantes es el estilo reflexivo. Materiales y métodos: se realizó un estudio descriptivo, transversal y relacional en 208 alumnos matriculados entre los años 2015 a 2018. Se utilizó el cuestionario CHAEA de Estilos de Aprendizaje de Honey y Alonso. Para el análisis estadístico se utilizó la prueba ji Cuadrado y la prueba anova con comparaciones planificadas, para determinar si existían diferencias significativas entre rendimiento académico y estilo de aprendizaje. Resultados: los resultados muestran predominancia del estilo reflexivo en el 50 % de los estudiantes y en un 48 % en la predominancia combinada reflexivo-teórico. El análisis inferencial determinó que existen diferencias estadísticamente significativas entre rendimiento académico y estilo de aprendizaje predominante (p = .001). Conclusión: no existe relación entre estilos de aprendizaje y edad o año de carrera que cursan los estudiantes; sin embargo, sí existe relación entre estilos de aprendizaje y rendimiento, la cual podría estar determinada por el vínculo entre características del estilo reflexivo y competencias genéricas a desarrollar en esta carrera de salud.

Generic and action-dependent abilities in Spanish ‘Be capable’

This paper is concerned with the semantics of Spanish ser capaz ‘be capable’ (henceforth SC). Specifically, it aims to account for the distribution SC displays and the range of meanings it expresses in the realm of abilities, viewed as kinds of dispositions. We put forth the following generalization: Whenever imperfective aspect interacts with SC, two possible readings arise, one that is purely abilitative and another one that expresses an accidental or unpredictable state of affairs. Our claim is that both interpretations derive from a circumstantial modal base that includes the subject’s inner circumstances, albeit with a different ordering source that is brought about via the interaction of imperfective aspect and the syntax-semantics of the modal. Thus, we propose that the purely abilitative SC contains an ordering source that ranks as better worlds those in which the subject appeals to her strength of the body, intellect or character; the accidental reading is the result of covert movement of the adjective capaz ‘capable’ over the imperfective-bearing copula ser ‘be’, which triggers a change of ordering source in the modal.

Creating a degree-focused pedagogical framework to guide Indigenous graduate attribute curriculum development

Globally, rapid technological advancement is creating widespread concern about workforces of the future, and universities are expected to produce highly skilled graduates to meet the unremitting demands of knowledge economies. In this context, graduate attributes are a means for developing employability skills and an avenue for institutions to demonstrate to employers and potential graduates that the requisite skills will be developed during a degree. To meet these needs, graduate attributes tend to emphasise a range of generic abilities such as team work, communicating effectively, or critical thinking. While these soft skills are common in suites of graduate attributes, more recently, a next generation of attributes is emerging. The curriculum has now become a site for critical global issues such as sustainability. Also, globalisation is driving universities to foster graduates’ intercultural and international skills, reflecting a diversifying and internationalised workforce. In Australian universities, and those in other colonised nations such as Canada and New Zealand, there is a growing emphasis on ensuring that graduates engage with Indigenous content and develop the capacity to work effectively with and for Indigenous peoples to address inequities and promote social justice. Using a case example from an Australian university curriculum project, we describe a degree framework developed to guide the institution wide implementation of Indigenous graduate attributes. Although the case context is quite specific, the guiding principles have widespread relevance for embedding graduate attributes into university curricula.

Alignment of undergraduate business student's competencies with Saudi market requirements

This empirical study highlights the most significant competencies from the employer's perspective for an undergraduate business administration program in Saudi Arabia. The motivation for this paper stems not only from the notion to align competencies as per the Saudi labour market requirements and National Qualifications Framework but also to adapt the undergraduate business program to the 21st-century knowledge, skills and abilities. The data were analysed using Partial Least Squares Structured Equation Modelling (PLS-SEM) to identify generic competencies, i.e. knowledge, skills and abilities of the undergraduate business programs with alignment to Saudi labour market requirements.

Towards online student-directed communities of inquiry

This paper opens by summarising the case for student-directed learning in online higher education as a means of bringing about the development and use of higher-level cognitive and interpersonal abilities such as critical and creative thinking. The writers refine their conceptualisations of student-direction, different to, but flowing from student-centred learning, by scrutinising a progressive series of face-to-face examples offering some autonomy in learning. Nine features are identified as essential in a student-directed programme. They review Garrison’s recent account of learning-centred Communities of Inquiry (CoI), identifying aspects of the teacher/instructor’s role that would need to be altered for student-directed online communities. Guidelines are suggested for creating a student-directed CoI including programme design addressing the development, and use, of generic abilities. Finally, the writers provide an example programme structure incorporating preparation of learners for the responsibilities expected of them and the changing role of the tutor in an online student-directed CoI.

'Bridging the Gap between the Campus and the Corporate: Increasing Employability' - Challenges, Opportunities and Methods

India is the world’s second largest producer of engineering and technical graduates. Unfortunately, many of these graduates are not immediately ‘employable’. Sangeeta Gupta, Senior Vice President, NASSCOM said, “Our engineers are not unemployable, they just don’t have industry-ready talent. In other words, they lack the skills required for the jobs that are available to them.”Technical educations and Degrees alone do not suffice to the expanding needs and requirements of Industries. Many employers today look for a set of skills that are often developed on cross-functional assignments. The need today is of those ‘workers’, be it at unskilled, semi-skilled or skilled level, who are adequately trained and equally confident.Unfortunately, many of the technical degrees and educational programs do not have a comprehensive curriculum along with a skill development plan that will make all their students ‘industry-ready’.Deemed unfit in communication skills, confidence, presentation, problem-solving capabilities and generic abilities, many young people are trapped in low-productivity, temporary or other types of work that don't pave the way for better jobs. In developed economies, youth are increasingly employed in temporary and part-time jobs while in the developing world many perform low underpaying or unpaid work supporting informal family businesses or organizations. An alarming figure presenting hard reality had been brought to the notice of the teachers, planners, executors and administrators in the education system. This called for immediate action and a ruffling up of the education system. It brought a thought about the problem and what was the ‘gap’ that was causing the mismatch between the demand and the supply of qualified and ‘technically able professionals’ for the industry.The gap was felt to be in between the education and practical application of technical methods. There was a discrepancy seen when the theory learnt in the top institutes was not practiced well and when the same students joined the industry in their specific area of expertise. They were unable to go beyond the book and think of new and novel concepts. Many intelligent students often lack the best presentation skills, are not confident conversing in languages other than their mother tongue, lack initiative, do not display leadership and cannot adapt easily to new surroundings.The system came up with the practical method of training, as suitable to the students which has potential to be developed to a greater extent relative to the traditional pedagogical means of teaching.For training to be effective it has to be a planned activity conducted after a thorough need analysis and target at certain competencies. Focusing solely on skills defined as transferable, many experts have and continue to examine the development of communication, leadership, team working, and adaptability skills in technical education programmes at the undergraduate level. In particular, the potential contribution of mentors in providing feedback to students to help them develop and assess more clearly their skill levels in these areas is very important of late. Developing effective student-mentor relationships and highlighting the vital need for management students’ transferable skills to be developed to a greater extent relative to traditional pedagogical education is the focus.The problem lies mainly in the thought, planning, customization or execution of educational means and the currently evolving methods of training. The paper is primarily exploratory in nature. The paper gives a brief review of the professional educational system with analysis of a section of the technical institutions. Students’ views are briefly presented. It seeks to explore the industry’s needs and requirements from recruitment . It seeks to analyze challenges in the current educational system and how training aims to provide an able opportunity to bridge the ‘gap’ between the campus and the corporate.

Congruence of Higher Education: Determinants and Effects of the Allocation Process in the Labor Market, Applied Case to Colombia

This paper provides new evidences to the literature of assignment in the labor market for the Colombian case. Specifically it focuses on the existing relationship between acquired human capital in higher education and its congruence in the labor market. Differing from previews studies, the misallocation analysis is not only based on the horizontal component and the educational mismatch, but it also includes the vertical mechanism (vertical mechanism is related to skills mismatch and horizontal mechanism is related to professional career mismatch). Another contribution is how we measure the abilities through an exploratory factor analysis. The data are taken from the Survey of Graduates of Higher Education Institutions 2014, provided by OLE. We employ a two-step treatment effect method proposed by Heckman (1974, 1979) and Lee (1978)), we found that generic abilities raise the probability of horizontal mismatch and diminish the probability of vertical mismatch. On the other hand, specific abilities lower the probability of both horizontal and vertical mismatch. In terms of wages, we found evidence that confirmed the results of the assignment models because it exists a wage penalty for the mismatched individuals (Sattinger, 1993).

Students’ Attitude Towards Self-Study: A Case of College Study Programmes in Social Sciences

Abstract In recent years, the significance of quality in higher education has been emphasised, with special emphasis placed on the opinion of students. The present paper analyses the attitude of college students towards self-study assignments as a factor essential for the development of generic competences, presently related to the widely discussed educational paradigms, such as student-oriented learning, metacognitive study strategies, and holistic personality development. The changes in the educational paradigms and recent fundamental and applied research reveal the importance of student independent work in the study process and the development of abilities necessary for learning, the enhancing of motivation, and the promotion of reflection and critical thinking. A new attitude towards the development of student thinking and the enhancing of their activity has been formed. Students‘ generic abilities necessary for independent work and relevant for the solution of the problems arising in their professional activity in the future (monitoring, organisation, communication, work in a team, etc.), as well as their learning motivation, are different. Student selfstudy activity is a major integral part of college studies, and it has to be appropriately organised, monitored, assessed, and provided with the most important sources of information and technologies. The research aim is to identify the views of college students on self-study assignments in the process of implementation of study programmes in social sciences. The analysis of the outcomes of the student survey and of the research of other authors is expected to lead to the identification of the weaknesses in the organisation of self-study activities and to contribute to the forecasting of the improvement trends and the development of generic competences that integrate individual knowledge, abilities, and attitudes into a whole and and consciously channel them in the chosen direction.

Comparison of occupation-based and impairment-based occupational therapy for subacute stroke: a randomized controlled feasibility study

Objective: To compare occupation-based and impairment-based approaches in occupational therapy and determine the feasibility of patient recruitment and retention. Design: A multicenter, randomized, controlled pilot trial with a single blind assessor. Setting: Ten subacute rehabilitation units in Japan. Participants: Fifty-four patients with subacute stroke. Interventions: The experimental group used the iPad application, Aid for Decision-making in Occupation Choice, to establish occupation-based goals, and evaluation and intervention were conducted mainly through real occupations. The control group was evaluated according to patients’ generic abilities and activities of daily living (ADL), and the intervention mainly involved the impairment-based approach. Main outcome measures: Short Form-36, Functional Independence Measure, Brunnstrom recovery stages, The Client Satisfaction Questionnaire, and length of hospital stay. Results: Of the 1465 potential participants, 54 (3%) subacute stroke patients were enrolled over 16 months and 68% (n = 36) were retained to the 2-month assessment: experimental group (n = 16); control group (n = 21). Although there was no significant intergroup difference for any outcomes, the experimental group had a small effect size advantage on the Short Form-36 “General health” (d = 0.42) and “Role emotional” (d = 0.43) subscales relative to the control group. A sample of 118 subacute stroke patients per group would be required for a lager study. Conclusions: Results suggest that the occupation-based approach has more potential to improve “General health” and “Role emotional” scores on the Short Form-36 than the impairment-based approach. Further investigation of study protocol with interventions and recruiting is needed prior to a larger trial.