“Seeking meaning in self: the dialogical process of storytelling and educating the professional practitioner”

PurposeThe paper seeks to illustrate the impact, a narrative based approach to learning in practice could have in relation to management education, where reflexive critiques may provide a platform for integrating more closely the appreciation/analysis of the nature of management development with the experiences of practice.Design/methodology/approachCollaborative ethnography seeks to connect the self with others and the social with context; it is a method which embraces the opportunity to understand/appreciate lived experience in moments of learning.FindingsThe use of storytelling as a method to aid reflexive dialogue forces the student to move away from their pre-existing assumptions and practices and provide them with the power and conviction to seek out and recognise new meaning and differing alternatives of practice. The implication of this position in terms of an educational agenda involves challenging the “self-conceptions” of what it means to be a “practitioner” (Alvesson and Willmott, 1992; Martin, 1992; Zubizarreta, 2004).Practical implicationsThe authors argue that focus must be placed on methods through which learning resides in action. Recognising action in learning allows for the development of management education which re-directs thinking and conceptualising towards understanding the social tensions, complex relations and connections in the co-construction of knowing.Social implicationsThe article has sought to exemplify how storytelling can contribute to professional and personal development in new and more enriched ways. This reflexive-style paper presented a perspective from which the writers' values and beliefs are informed, as opposed to making a claim for authenticity and authority in regards to the subject area.Originality/valueThe paper highlights the need to explore imaginative modes of management education practices (Hjorth et al., 2018). Teaching students to simply tell stories is not the goal; rather, it is about sensitising students to the aesthetics of organising and the potential of approaching learning from sensuous and experimental perspectives.

Work values: a latent class analysis of Korean employees

PurposeThe purpose of this study is to identify latent classes of work values that influence the career choices of Korean workers through a person-centred approach. Because work values may be diverse in individuals, investigating the various combinations of those values will help understand individual's decisions to take, maintain and leave a job.Design/methodology/approachThe authors used a total of 15,103 datasets collected at the national level in South Korea. Data were analyzed by using latent class analysis (LCA); a three-step approach was employed to address classification.FindingsAs the results of this study, Class 3, “seeking balanced work values rather than income,” presented the highest level of job satisfaction, whereas Class 1, “seeking job security and income,” exhibited the lowest.Originality/valueEmploying an assessment tool to identify the distinct combinations of work values that individuals possess and then providing them with appropriate training and development programs and customized Human Resource (HR) policies aligned with the classes will be essential tasks for HRD (Human Resource Development)/HRM (Human Resource Management) practitioners.

Debate as a learning activity for teaching programming: a case in the subject of machine learning

PurposeDebates are well known to encompass a variety of skills we would like higher education candidates to embody when they graduate.Design/methodology/approachDebates in a classroom with computer science as the main subject has been popular in high schools particularly with emerging issues around the area, however it does not have as an extensive similar documented outreach in tertiary education, particularly in the area of hard computer sciences and more recent concentrations of computer science, such as machine learning, artificial intelligence and cloud computing.FindingsTo explore further, the debate dataset had more methodologies applied and was split into training and testing sets, whose results were then compared by a standardized measure: Root Mean Square Error (RMSE) which is currently standard in the industry. The rationale of the approach is to quantify that debate activities have an immensely positive impact towards both the teaching and learning in technical subjects and needs to be more often and robustly used within higher education.Originality/valueThe rationale of the approach is that classroom debate activities equip students with verbal and social learning styles and an opportunity to engage with content in a way that is more comfortable than working with traditional lecture-and-laboratory style learning.

Getting students out there; using community partnerships to engage students

PurposeThe purpose of the paper is to discuss the “Q-Step in the Community” programme, part of the Q-Step Centre based in the Sociology Department at Manchester Metropolitan University, designed to help address the skills gap in quantitative methods (QM) that is evident across parts of the UK higher-education sector. “Q-Step in the Community” is a data-driven work-based learning programme that works in partnership with local organisations to provide placement opportunities for final year undergraduates and postgraduates. Students conduct a quantitative research project, which is typically identified by the placement provider.Design/methodology/approachThe authors use quantitative and qualitative feedback from students and placement providers, along with our own reflections on the process to evaluate the placement programme. Data were collected through a focus group and email interviews with placement providers, along with a questionnaire, which was distributed to “Q-Step in the Community” alumni.FindingsData-driven work-based learning opportunities allow students to develop and demonstrate their quantitative skills and support networking opportunities whilst also developing valuable soft-skills experience of the workplace that develops their career-readiness. In addition, those opportunities provide valuable research for placement providers, which support their sustainability and enhance their service delivery.Research limitations/implicationsThe research focusses solely on one programme at one university offering quantitative data driven work-based learning opportunities at undergraduate and post-graduate level. It is not possible to make valid comparisons between those who do a placement with those who do not.Originality/valueViews of key stakeholders in the process have been sought for this research, which can be useful to consider for others considering developing similar programmes for their students.

Academic's perceptions of work-integrated learning in non-vocational disciplines

PurposeWork-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approachThe study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.FindingsData suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/valueAlthough WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Youth high unemployment/unemployability in South Africa: the unemployed graduates' perspectives

PurposeThe purpose of this paper is to explore youth graduate unemployment and unemployability as a development problem in South Africa.Design/methodology/approachThis exploratory study applied a qualitative research method to elicit the perspectives of youth graduates regarding their unemployment and unemployability. A total of 30 face-to-face semi-structured interviews were conducted with unemployed youth who recently graduated from five South African universities.FindingsThe results indicate that, as youth graduate unemployment increases in South Africa, graduates become hopeless in terms of securing employment. The participants attributed their unemployment to multidimensional factors that include limited demand in the labour market, skills mismatch and lack of work experience.Research limitations/implicationsThis research exclusively focused on graduates from five South African universities; hence, the results of this small qualitative study cannot be generalised to the entire South African population. However, this paper offers important insights that may form the foundation for a nationwide study on a related topic.Originality/valueThis paper presents important insights that influence policy makers, government and other relevant stakeholders to develop alternative solutions to youth graduate unemployment. This paper recommends that government should play a critical role in bridging the gap between higher education and industry in order to address youth graduate unemployment. It also calls for a more cooperative effort between government, higher learning institutions and employers in order to create job opportunities for youth graduates in South Africa.

The effects of social marketing efforts in motivating unemployed adults' participation in skills training programmes in South Africa

PurposeThe concern in this article is that there is low interest in adult education and training (AET) programmes of the unemployed adults in developing countries. The purpose of the article is to determine the effects of social marketing efforts in motivating adult learners to acquire marketable skills for poverty reduction.Design/methodology/approachThe study used the qualitative (semi-structured interviews) method for data collection from 12 adult learners and five managers of AET centres of South Africa. The qualitative method in the form of semi-structured interviews helped the researcher to present the data from the perspective of the centre managers and adult learners on how the AET centres used social marketing efforts in motivating to acquire and utilise skills in entrepreneurial ventures.FindingsThe findings reveal that the effects of social marketing efforts consisted of persuading adult learners to enrol for skills training programmes, to attract their engagement to acquire marketable skills and to form business groups or co-operatives as a means of transition from skills acquisition to entrepreneurial ventures. As elements of social marketing effort in the skills training delivery, the AET centres used teaching and learning approaches and motivated the adult learners to acquire skills.Practical implicationsFrom the social marketing perspective, the practical implication of the findings for the policy consists of demonstrating the importance of social marketing efforts in skills training programmes to reduce poverty amongst poor and unemployed adults. The findings demonstrate the need for coordinated campaign activities at AET centre regional levels to motivate the engagement of the unemployed adults; hence, they will become aware of the benefits of the skills training programmes to improve their lives.Social implicationsThe lack of motivation is still the main barrier for participation in adult skills programmes, although there is significant progress made in many countries. In addition, social marketing efforts point to a need to promote, encourage and recognise participation from private sector for joint stakeholder cooperation.Originality/valueThis article is unique because it provides empirical findings on how to mitigate the barriers blocking adult participation in skills training programmes by using the social marketing efforts in motivating them to acquire marketable skills. The article contributes to the body of knowledge by determining the effects of the social marketing efforts in motivating adult learners to acquire marketable skills for poverty reduction. The efforts entail developing and implementing campaigns to motivate adult learners in their communities and stakeholder cooperation.

Preparedness for paid- and self-employment: perceptions amongst Ekiti State University agricultural students, Nigeria

PurposeGraduate unemployment in agriculture is a serious challenge in Nigeria. Literatures suggest two arguments explaining this. First, the skills possessed by graduates are mostly incompatible with the needs of industries; second, universities produce more graduates than required. Focussing on universities as the source of change to address these two arguments, the purpose of the study was to examine the case of Ekiti State University agricultural faculty. The study investigated students' perspectives regarding their motivations for choosing agriculture over other disciplines, training received in critical thinking, innovation and soft-skills and their courage and willingness to undertake self-employment upon graduation.Design/methodology/approachThe study adopted a qualitative research design to collect and analyse data from a case study. Data were collected through semi-structured individual interviews with 42 respondents from amongst the Ekiti State University final year B. Agric agricultural students that totalled 108. Seven of the respondents were purposively selected following recommendations from their lecturers due to their bright academic performances. Others were chosen using convenience sampling.FindingsThe study found that students preferred other science disciplines to agriculture and only ended up studying agriculture out of frustration of not gaining admission into their preferred fields. Students generally denied ever undertaking any training in critical and soft skills either as courses on their own or through the teaching methods adopted in other courses. Respondents generally expressed willingness to undertake self-employment but expressed lack of confidence to do so solely based on their little practical exposure and lack of access to basic resources like finance and land.Research limitations/implicationsOnly agricultural students of Ekiti State University were sampled; hence, the results is not generalisable to other disciplines in the university or to all Universities in Nigeria. Convenience sampling was used because access to all members of the sampled population at the same time was not possible due to different timetables for lectures for the various disciplines and non-readiness of some students to be interviewed for lack of interest or for commitment to other engagements.Practical implicationsThe study practically implied that the theoretical training offered to agricultural students of Ekiti State University needs to be balanced with practical exposure, such that students gain enough confidence to practice what they have learnt upon graduation to earn a living.Social implicationsThe study revealed that there is need for curriculum review for agricultural studies at Ekiti State University in a way that will accommodate relevant practical trainings for students to make them suitable for either hired employment or self-employment upon graduation.Originality/valueThe author hereby declares that this manuscript is the author's own work and it contains, to the best of the author's knowledge, no materials previously published or written by another person. The author has no idea of an in-depth study of this nature that has been done to analyse the gap between the training received by agricultural students in Universities and the skills required to make them capable for hired employment or self-employment upon graduation from universities.

A between-subject design to evaluate students' employability in the Lebanese labor market

PurposeThis study aims to examine the effect of experience abroad, academic success and university reputation on students' employability in the Lebanese labor market.Design/methodology/approachThe study uses a between-subject design to identify whether academic success, university reputation and experience abroad have an impact on how potential recruiters (i.e. employers) are perceiving student employability. The study uses 16 fictitious applications of business graduates, which differed in grade-point average, university reputation and experience abroad, rated by 784 Lebanese professionals.FindingsThe results suggest that high-performing students with experience abroad and high-performing students from a reputable university are perceived to be more employable. For low-performing students, having completed an experience abroad results in a lower reward in terms of employability.Research limitations/implicationsThe present study offers an analysis of students' employability through employers' lens; it offers insights for students on how to be perceived as more employable in a context where competition among future workers is fierce.Practical implicationsThe results of this research provide a roadmap for graduates for enhancing their employability in Lebanese markets and offer actionable insights to employers.Originality/valueThe most original contribution of this study is the analysis of university reputation impact on the likelihood of receiving positive feedback during the evaluation process. The impact of two Lebanese universities, one ranked in the QS ranking and one not, was investigated.

A predictive framework for sustainable youth skills development

PurposeThe purpose of this research is to investigate sustainable strategies for skills development that is specific to the youth of South Africa. International and South African data are statistically analysed and quantified to provide inputs for the systems dynamics (SD)-based predictive skills model. The skills model simulates the impact of barriers and drivers on youth skills development towards identification of focus areas for improvement.Design/methodology/approachThe research adopts a mixed-methods approach. The study begins with an explorative literature study on skills development, with the findings applied in developing (1) South African specific research instruments for small, medium and micro enterprises (SMMEs) and skills programme grant recipients and (2) a conceptual framework of the SD predictive skills model. The responses to the South African specific instruments are analysed via confirmatory factor analysis (CFA), which quantifies the input coefficients to the system dynamics model. To quantify the global inputs for the SD model, an in-depth literature review of the global skills development initiatives is conducted. The SD model output on skills, for the South African inputs, is comparatively evaluated against global inputs.FindingsThe paper details the results of the literature analysis, instrument analyses, CFA and SD model. The instrument results rank experience, skills and interactions with experts and work-based learning as most important. South African and global learners identify networking as the primary medium for identifying training and employment opportunities. South African and global learners also identify qualifications and work-based experience as key to finding employment. The quantified results of the SA and global analysis are used as inputs in the SD model to deliver a forecasting tool. The SD model finds that the global data provide for better development of the skills base than the South African inputs. The key focus areas identified for improvement in South Africa include networking, work-based experience and a reduction in administrative requirements.Originality/valueThe research's originality resides in the ability to predict the impact of drivers and barriers on skills development. This research sought to transform qualitative global and South African inputs into a consolidated, predictive systems-based model. The SD model can be adopted as an indicator of drivers and barriers focused towards the optimisation of skills development.