Work-ready Graduates Research Articles

Advancing the social role of college-based higher education: a systematic literature review

ABSTRACT This systematic review aims to examine empirical literature about advancing the social role of college-based higher education (CBHE). A thematic analysis of empirical evidence from the 58 included articles offers insights into the social role of CBHE, and the characteristics of CBHE colleges, students, and lecturers. The review indicated a growing research interest in CBHE and an increase in the geographical spread of such research as the provision has grown. It also highlighted the social role of CBHE including (i) widening higher education participation, (ii) responding to local employment needs for work-ready graduates and community development, and (iii) supporting social justice. Although there are differences in the organisation of CBHE across education systems, the review underscored the overwhelming agreement that the CBHE provision is designed to respond to two policy concerns. These are policies to increase economic competitiveness and productivity by providing learning that is industry aligned and cost effective, and policies to promote social justice and equity by providing supportive learning environments for a distinct group of students who otherwise would not access higher education. The review calls for vigilant policy to sustain the double role of CBHE and to avoid the prioritisation of education for the market.

Persepsi Pihak Industri Terhadap Kompetensi Mahasiswa PTM pada Program Magang Industri

<p><em>The purpose of this study was to determine the assessment of the industry, especially field supervisors regarding the competence of students who participated in the industrial internship program majoring in Mechanical Engineering Education FKIP UNS with a concentration in Production for the 2022 period. This study uses a descriptive method, which aims to collect, analyze, and present data that has a relationship with the problem under study. Data collection techniques using questionnaires and interviews. The results showed that the industry's perception of the competence of PTM students was in the very good category and was considered quite in accordance with industry needs, with work attitude as the most prominent aspect (82.5%). However, there is still room for improvement, especially in the aspects of practical skills (74.2%) and knowledge application (76.5%) in order to produce graduates who are better prepared to face the demands of the dynamic world of work. With good assessments, especially in the work attitude aspect, PTM graduates have good competitiveness potential in the job market, but need to continue to improve their practical skills and knowledge application abilities to maximize employment opportunities. Conducting Conduct an in-depth analysis of the gap between the competencies expected by industry and those possessed by students so that it can be the basis for recommendations for curriculum improvements that are more specific to the demands of the labor market and improve the work readiness of PTM graduates.</em></p>

Implementing employability strategy: Inspiring change through significant conversations

Higher education plays a key role in cultivating graduate employability, which is essential to meeting multiple individual, community, social and labour market needs. Universities prioritise employability through strategic goals and initiatives designed to foster work-ready graduates equipped with the skills, aptitudes, and knowledge needed to navigate self-determined career pathways. One core approach to delivering on the employability agenda is through work-integrated learning (WIL). Despite institution’s efforts to set targets to increase access to WIL for all students, there is little evidence on how these strategies are implemented, reported, and revised, particularly in resource-depleted environments. This paper illuminates how institutional directives can be enacted when transformative learning is centralised through relational, collegial conversations. It builds on Dean et al.’s (2020) paper to unpack how the WIL Curriculum Classification (WILCC) Framework has been executed through employability champions across the institution, who advocate for meaningful, contextually appropriate change that is co-designed with colleagues. These ‘significant conversations’ are the impetus for transforming students’ learning experiences and career readiness. The paper offers four vignettes to showcase how the WILCC Framework has been implemented and disseminated across local, institutional, cross-campus and international contexts through transformative engagement in relational dialogue. It outlines key recommendations for holding significant conversations to influence change and champion the employability movement.

MODEL PERILAKU PENGGUNA APLIKASI QRIS DAN HUBUNGANNYA TERHADAP IMPULSIVE BUYING

This type of research is quantitative research that assesses the QRIS user behavior model and its relationship with Impulsive Buying. Research was conducted on people who use QRIS in carrying out online and offline transactions. This research uses the UTAUT approach. This research also supports IKU 1 Polytechnic LP3I Jakarta, namely the work readiness of graduates because of. In this study there are 4 independent variables (X) and 2 dependent variables (Y), namely, performance expectancy (X1), effort expectancy (X2), social influence (X3), facilitating conditions (X4), behavioral intention (Y1), Impulsive Buying (Y2) Respondents in this study were LP3I Jakarta polytechnic students who belonged to generation Z with a birth year range of 2002-2006 who used QRIS as many as 100 people. For more accurate results, respondents taken were those who had used QRIS >5x. The results of hypothesis testing in this research prove that performance expectancy has a significant positive effect on user behavior intention. This means that performance expectancy influences behavioral intention that the use of QRIS digital payments is very fast and efficient. Hypothesis testing in this research proves that effort expectancy has a significant positive effect on user behavior intention. This means that effort expectancy influences behavior intention so that those using QRIS digital payments can learn and become more skilled in using the new information system

Engagement in student organizations and graduates’ readiness to enter the job market

Studies highlight particular concern about the work readiness of university graduates, which potentially leads to many undesirable outcomes, such as rising unemployment rates and low productivity levels in the workplace. This study aims to explore the differences between student organization and work experiences and further analyze student organization’s contribution to graduate’s work readiness. This research uses a qualitative approach with phenomenological methods, and the data is analyzed with thematic data analysis. Data were collected through interviews involving 15 recent graduates actively involved in student organizations and just starting their careers. The study also interviewed two more senior workers to serve as source triangulation, strengthening the validity of the collected data. The study found four key differences between student organizations and the world of work. These differences include primary orientation, feedback and reward system, hierarchical structure, and interaction experiences. The findings also indicate that student organization experiences enhance individual skill development, which later proves helpful in work life. In particular, student organizational experience significantly advances these skills: leadership, time management, self-confidence, problem-solving, integrity, critical thinking, communication, negotiation, teamwork, responsibility, and commitment. Additionally, the record of student organizational participation listed on curriculum vitae can be a valuable asset for recent graduates, enhancing their employment prospects.

Lulusan Sekolah Vokasi SMK Negeri 14 Medan dan Kebutuhan Industri Global

Vocational education is a balanced combination of theory and practice with an orientation towards the work readiness of graduates. Preparing personnel who can establish expertise and skills in their fields, are ready to work and are able to compete globally.training where students will receive hands-on learning to enter their desired field of work. The creation of links and matches between vocational and industrial worlds is the creation of a joint curriculum. Where the curriculum must be synchronized every year with industry.

The Influence of Entrepreneurial Education and Training on Work Readiness of Vocational Beauty and Cosmetology Graduates

The Influence of Entrepreneurial Education and Training on Work Readiness of Vocational Beauty and Cosmetology Graduates

A SYSTEMATIC REVIEW OF INDONESIAN HIGHER EDUCATION STUDENTS' AND GRADUATES' WORK READINESS

This literature review aims to determine the work readiness of undergraduate graduates to meet the qualifications required by employers in the world of work. The method used in this paper involved searching for all studies that examined work readiness and were published from 2019 to 2023. 5 out of 200 studies found on Google Scholar and Scopus were included in this review. Research findings show that programs in higher education, including internships and soft skills training, play an important role in increasing graduates' work readiness, demonstrating that the MBKM Program has effectively developed the skills and competencies required by the world of work. Research discussions highlight that these programs, including internships and soft skills training within the MBKM Program, are crucial for ensuring the relevance of education to job market needs. This research presents novelty by exploring and identifying the factors that influence the job readiness of prospective undergraduate graduates after participating in the Independent Campus Learning Program (MBKM), thus offering a new perspective in the context of higher education in Indonesia. The implications of this research are significant for curriculum development and learning programs in universities, which must continue to develop programs that support the development of soft skills and hard skills to increase graduates' work readiness.

Creating authentic remote work integrated learning: A new approach using HyFlex classrooms

This article reflects on the experience of a multi-disciplinary teaching team delivering an applied project course in a business master’s program. This capstone course was developed to address industry and government expectations for work-ready graduates. In the course students act as consultants for business clients, completing a project over two semesters to recommend solutions for real business issues. The focus of this article is on the innovative delivery of the course utilizing newly built HyFlex technology-enabled classrooms and how this multimedia technology presented opportunities and learnings for future work-integrated learning (WIL) courses.

Investigating the relationships among the forced shift to remote learning, employability and work readiness of recent college graduates

Investigating the relationships among the forced shift to remote learning, employability and work readiness of recent college graduates

Are Canadian Physiotherapy Graduates Ready for Private Practice? Faculty, Employer, and Recent Graduate Perspectives

Purpose: The transition from physiotherapy student to independent practitioner is challenging. New graduates experience difficulties working in private practice as many aspects of the workflow are difficult to prepare for during their education. The purpose of our study was to explore the work readiness of Canadian new graduate physiotherapists for private practice from the perspectives of key groups. Methods: We administered an online questionnaire to recent Canadian physiotherapy graduates, private practice employers, and academics exploring the work readiness of new graduates related to competencies and constructs relevant to private practice. Results: Our findings highlight gaps in education related to the business of private practice, managing complex caseloads, diagnosis, prognosis and establishing a plan of care, and autonomy in decision-making. A shared responsibility exists for the work readiness of physiotherapy graduates. Respondents suggest at least 1 year of practice before the majority of graduates are work-ready for private practice. Conclusion: Physiotherapy graduates struggle with the business of working in private practice, managing complex caseloads, and autonomy in decision-making. There is a shared responsibility between academics, clinical educators, employers, and new graduates to bridge the gap between the entry-to-practice education program and meeting the expectations of the private practice work environment.

Work readiness of graduates in the digital age: A literature review

The robust development of the knowledge economy, profound globalization process, and digitalization in every corner of modern life have created an urgent need for high-quality labour. Thus, this review-of-literature research is an attempt to synthesize theories relating to students’ work-readiness in the digital era. The study draws on the information collected from Scopus-data-based journal articles published from 2010 to 2023 pertaining to the work readiness of graduate students, factors affecting their capabilities to meet the job requirements in the digital age, and recommendations for stakeholders. It is revealed that the dominant factors influencing students’ work readiness include human capital, social capital, cultural capital, psychological capital, and digital literacy. Some suggestions to enhance work-readiness for graduate students in the digital workplace are further discussed. Accordingly, the need to raise students’ awareness of self-improving their capital, the integration of career responsiveness into educational programs, and the collaboration between enterprises and universities should be taken into consideration.

Cultivating Competency in Cardiac Sonography: Aligning Entrustable Professional Activities With Industry Expectations

Echocardiography education involves the teaching and assessment of multiple competencies to ensure work-ready graduates. To connect these competency standards to professional practice, it is important that the industry expectation around specific entrustable professional activities (EPAs) is determined. In Australia, echocardiography examinations are eligible for Medicare reimbursement when performed by sonographers listed on the Australian Sonographers Accreditation Registry (ASAR), either as an Accredited Medical Sonographer or as an Accredited Student Sonographer. A key criterion for acceptance onto the registry is the completion of, or active enrolment in, an accredited cardiac sonography course. Eligible courses apply for accreditation and are assessed by ASAR against their Standards for Accreditation of Sonographer Courses. This study sought to investigate the existing cardiac EPAs and provide insights into the industry's expectations for graduate cardiac sonographers in Australia. Using an anonymous online survey tool, an invitation to participate was circulated via professional sonography groups and social media platforms. Accredited Medical Sonographers, Accredited Student Sonographers or interested stakeholders (academic, employer, medical specialist) working in Australia or New Zealand were invited to complete the survey. Survey questions were structured around the existing EPAs and knowledge items described in published sonography competency documents. Participants were asked if each individual EPA should be considered appropriate at the threshold of graduation, or at a higher level following a period of working in the profession. There were 211 cardiac sonographers who completed the survey. The majority of respondents (148 of 211, 72.2%) indicated that the current EPAs should be updated. At 80% agreement, the following EPAs were considered essential for the graduate: left ventricular structure and function, right ventricular structure and function, atrial size, valvular disease, systemic hypertension, cardiomyopathies, diseases of the aorta, coronary artery disease, pulmonic hypertension, and basic congenital heart disease. This list is more extensive than the current ASAR-endorsed EPAs, and the findings in this research will guide the revision of current ASAR-endorsed EPAs for graduate-level cardiac sonography. The results of this study show Accredited Medical Sonographers completing a cardiac sonography course in Australia should be entrusted to perform a wide range of examinations however, greater alignment between educational providers, ASAR and industry is still required.

Work readiness and trending avenues for future studies: a systematic literature review and bibliometric analysis

PurposeThis study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford’s Law of Scattering and Lotka’s Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR.Design/methodology/approachThe present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools.FindingsThe findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum.Originality/valueThis study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.

PENGARUH PENGALAMAN MAGANG TERHADAP KESIAPAN KERJA FRESH GRADUATES FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS PADJADJARAN

Along with the development of the world of education in Indonesia, this shows that the education sector is Along with the development of the world of education in Indonesia, this shows that the education sector is receiving more attention from the government, including higher education levels. Starting from academic programs that are formed in such a way as internships, volunteers, etc. with the aim of increasing the readiness of both students and graduates (fresh graduates) to enter the professional world so as to improve the quality of human resources in Indonesia. But in fact there are still a number of university graduates who are unemployed because the industry considers that university graduates are still not ready to face the world of work which is supported by data that the work readiness of high level graduates in Indonesia is only 10% which can be caused by inadequate abilities and job demands. . So this research aims to find out how internships influence students' preparation for entering the world of work. Respondents in this research were 131 graduates of the Faculty of Economics and Business from undergraduate study programs in Accounting, Economics, Management, Islamic Economics and Digital Business, FEB, Padjadjaran University with SmartPLS version 4 data processing. Based on research findings, 36% internship experience can simultaneously increase job readiness of fresh graduates. Meanwhile, as much as 64% was influenced by variables not examined in this research.

Preparing Property Graduates for the Digital Age: Challenges and Strategies from the Perspective of Australian Property Educators

The work readiness of property graduates is the subject of global discourse and is an increasingly critical gap as employers demand professionals with competencies in their fundamental roles and digital technologies. Although these issues have been explored from the perspectives of students, graduates, and employers, the insights of property academics remain unexplored. As such, this study delved into the challenges encountered by property academics in Australia concerning the training of property graduates for the digital age, as well as the efficacy of strategies used to achieve this. The opinions of 22 property academics were gathered through an online questionnaire survey and analysed through mean scores, relative importance index (RII), and exploratory factor analysis (EFA). The profile of respondents suggests that approximately half of them have no more than five years of industry experience, and only 54.5% currently engage with the industry. The most significant challenges include limited funding to procure bespoke software and insufficient time to achieve digital competency. Furthermore, academics cited limited support from the universities as a key challenge, but rated curriculum rigidity as non-pertinent. Regarding strategies, retraining academics for digital proficiency, increased technical support from universities, adopting active learning, and revising curricula to incorporate digital technology are critical. Collaboration with industry partners and increased funding for software procurement also emerged as key external factors. Variations in these perceptions also suggest that older academics are less receptive towards retraining, academics with more industry experience believe that a restructuring of the curricula is required, and smaller institutions require more funding and industry support. The core themes of the proposed strategies also indicate that holistic curricula integration is required to incorporate the perspectives of all stakeholders. Practically, these findings underscore the pivotal role of academics in bridging the skills gap and the interconnected roles of graduates, universities, and industry partners.

Work readiness of pharmacy graduates: An exploratory study.

IntroductionThe recent global pandemic of Covid-19 caused various disruptions. Among them were face-to-face teaching and learning activities being switched to virtual sessions in accordance with health authorities recommendations. The impact of these changes on work readiness of pharmacy graduates is unknown. AimThis study aims to determine the impact of pharmacy graduate's work readiness, particularly those that had their studies disrupted from the pandemic. MethodsPracticing pharmacists with supervisory experience were interviewed on their opinions on work readiness of early career and intern pharmacists. Specifically, they were asked to comment on work readiness of pharmacy graduates who had their later stage of pharmacy education impacted by the pandemic. Data was transcribed verbatim and thematically analysed. This was also supplemented with quantitative data from graduating students in 2020 and 2021 using the Work Readiness Scale. ResultsQualitative feedback showed four themes related to workforce readiness: work competence, social intelligence, personal characteristics, and organizational acumen. Preceptors interviewed noted differences in communication abilities when interacting with patients. However, this improved with time. Quantitative data collected from graduates via the validated Work-Readiness Scale also showed a more positive agreement towards perceived work readiness. These graduates were comfortable with using technology as they had used these extensively in their learning during the pandemic and thus was comfortable in adopting digital health tools in their practice. ConclusionAlthough graduates reported to be work ready, there were gaps in communication skills and confidence levels when interacting with patients, as reported by supervising preceptors. Graduates also described this sense of ‘missing out’ from not having the opportunity to attend face-to-face activities like their originally planned hospital placements and how it impacted their choice of career. As pharmacists continue to play vital roles as members of the broader healthcare workforce, both in clinical and nonclinical settings, learnings from this study should be considered in designing educational activities to train and develop the workforce of the future.

Efficacy of micro credential learning spaces in developing students’ twenty-first century skills: Towards graduate work readiness

Efficacy of micro credential learning spaces in developing students’ twenty-first century skills: Towards graduate work readiness

Value added of teaching factory learning in services production unit to prepare graduate work readiness

Teaching Factory Learning (TEFA) is a bridge to train students' skills to have work qualifications according to industry needs. The study examined the perspectives of students on TEFA learning in service production units in vocational schools to prepare the graduate work readiness (GWR). Research informants were students of Vocational Schools in the Special Region of Yogyakarta. The research was a qualitative descriptive approach. The data collection techniques were interviews and observations. Then, the collected data were validated using source triangulation. The research showed that students' perspectives on TEFA learning provided added values in 3 domains: 1) knowledge, 2) skills, and 3) Attitudes. Moreover, TEFA learning was able to prepare students to have competencies according to the needs of performance criteria in the industrial world, increase self-confidence and learning motivation, and foster a mental attitude of independence, responsibility, and industrial work culture.

"Once a peer always a peer": A qualitative study of peer specialist experiences with employment following state certification.

Peer specialists are people with lived experience of a mental health or substance use disorder who are certified to deliver peer support services under state training programs. This qualitative study explored recently certified peer specialist (CPS) experiences navigating the job market to find postcertification employment, experiences with employment once in the workforce, and reflections on CPS training. Qualitative data were collected as part of a multistate, 3-year observational prospective cohort study of CPS graduate employment trajectories. We conducted 25 in-depth, semistructured interviews with a subsample of recent CPS graduates who indicated a range of employment experiences in a survey as part of the parent study. Interviews focused on their current employment and satisfaction with the position and experiences looking for work. Data were analyzed using constant comparative methods informed by grounded theory. Participants described factors that supported or undermined securing employment, which included a shortage of CPS positions, their professional networking skills, financial considerations, and a position's alignment with CPS values. Once employed, participants described how relationships with supervisors and coworkers, which ranged from supportive to confused about the value of the peer specialist role, impacted their work. In general, participants held their CPS training and certification in high regard. Our findings highlight policy, employment, and practice opportunities to strengthen CPS training to improve their work readiness of graduates and expand their role, while preparing organizations and their staff to hire and work inclusively with CPSs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).