Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)
Abstract
:1. Introduction
2. Theoretical Context and Hypotheses
3. Methodology
3.1. Items for the Socio-Technical Fully Online University Scale
- ICT: digital content, various ICT, devices, and adaptation.
- Learning tasks: well-defined, specific, time-saving, and educational resources.
- Students: needs, support, usability, and habits.
- Organization: interactions, non-hierarchical structure, adaptation, and open culture.
3.2. Items for the Online Students' Employability Scale
- Literacy: about writing, reading, and written expression
- Digitalness (digitality): about computers, ICT abilities, and know digital
- Collaboration: about teamwork, cooperation, learning from peers, and leadership
- Resilience: about self-confidence, self-esteem, self-efficacy, adaptation, work-life balance, and flexibility.
- Proactivity: about identifying labor market demands, labor market dynamics, job offers, handling a job interview, writing a c.v., job searching, a critical analysis of my profile, and closing sales.
- Identity: about teams coordinating, assumptions of a key role, developing new projects, new tasks, and new responsibilities.
- Openness: about job searching, getting a job, changing job or sector, and wage increases
- Motivation: about technical, personal, and instrumental skills, continuous training, ICT for mobility, and knowledge intensive work.
- Organizational culture: about companies and continuous learning, open workplaces, formal, informal, and technological structures, relationships, people, and social capital.
- Employment security: part-time, temporary jobs, and variable pay
3.3. Fieldwork and Sample
3.4. Data Analysis
4. Results
4.1. Structural Validity and Reliability of the Socio-Technical Fully Online University Scale
4.2. Structural Validity and Reliability of the Online Students' Employability Scale
4.2.1. Exploratory Factor Analysis
4.2.2. Confirmatory Factor Analysis
5. Discussion
5.1. Overview of Key Findings
5.2. Strengths and Limitations
6. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
- ACNUR. Tendencias Globales. Desplazamiento Forzado en 2016. 2016. Available online: www.acnur.es/PDF/Tendencias2016.pdf (accessed on 25 February 2016).
- Torrent-Sellens, J. Economia compartida i consum col·laboratiu. Cap a les noves interpretacions, identitats, motivacions i evidències de l’intercanvi. In Papers de Discussió dels Estudis d’E conomia i Empresa; Universitat Oberta de Catalunya: Barcelona, Spain, 2017; Volume 17, pp. 1–61. [Google Scholar]
- Roberts, D. Post-truth Politics. 2010. Available online: http://grist.org/article/2010-03-30-post-truth-politics/ (accessed on 3 February 2017).
- Peters, M.A. Education in a Post-truth World. Educ. Philos. Theory 2017, 49, 1–4. [Google Scholar] [CrossRef]
- Aceto, S.; Borotis, S.; Devine, J.; Fischer, T. Mapping and Analysing Prospective Technologies for Learning; Publications Office of the European Union: Luxembourg, 2014. [Google Scholar]
- Becker, G.S. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education, 3rd ed.; Columbia University Press: New York, NY, USA, 1993. [Google Scholar]
- Schultz, T.W. Investment in Human Capital. Am. Econ. Rev. 1961, 51, 1–17. [Google Scholar]
- Elfert, M. UNESCO, the Faure Report, the Delors Report, and the Political Utopia of Lifelong Learning. Eur. J. Educ. 2015, 50, 88–100. [Google Scholar] [CrossRef]
- Gilead, T. Education and the Logic of Economic Progress. J. Philos. Educ. 2012, 46, 113–131. [Google Scholar] [CrossRef]
- Leuven, E.; Oosterbeek, H. Overeducation and Mismatch in the Labor Market; Institute for the Study of Labor (IZA): Bonn, Germany, 2011. [Google Scholar]
- Sanders, M. Skill Bias in an Endogenous Growth Model: Evaluating the Case for Market Size and Acceleration Effects. Macroecon. Dyn. 2013, 17, 802–829. [Google Scholar] [CrossRef]
- Tomlinson, M.; Holmes, L. Graduate Employability in Context. Theory, Research and Debate; Palgrave Macmillan: London, UK, 2017. [Google Scholar]
- Fleming, P. The Human Capital Hoax: Work, Debt and Insecurity in the Era of Uberization. Organ. Stud. 2017, 38, 691–709. [Google Scholar] [CrossRef]
- Benkler, Y. The Wealth of Networks: How Social Production Transforms Markets and Freedom; Yale University Press: New Haven, CT, USA, 2008. [Google Scholar]
- OECD. The Well-Being of Nations. The Role of Human and Social Capital; OECD Publishing: Paris, France, 2001. [Google Scholar]
- Jarvis, P. Globalisation, Lifelong Learning and the Learning Society. Sociological Perspectives; Routledge: London, UK, 2007. [Google Scholar]
- Starkey, K.; Tempest, S. The Winter of Our Discontent: The Design Challenge for Business Schools. Acad. Manag. Learn. Educ. 2009, 8, 576–586. [Google Scholar] [CrossRef]
- Jarvis, P. Adult Education and Lifelong Learning. Theory and Practice, 3rd ed.; Routledge: London, UK, 2004. [Google Scholar]
- Jaeger, W. Paideia: The Ideals of Greek Culture; In Search of the Divine Centre; Basil Blackwell: Oxford, UK, 1946; Volume 1. [Google Scholar]
- Platón, M.C. Paideia: Protágoras, de La República y de Las Leyes; Biblioteca Nueva: Madrid, Spain, 2007. [Google Scholar]
- Arrow, K.J. The theory of discrimination. Discrim. Labor Mark. 1973, 3, 3–33. [Google Scholar]
- Piore, M.J.; Doeringer, P.B. Internal Labor Markets and Manpower Analysis; Harvard University; Massachusetts Institute of Technology: Cambridge, MA, USA, 1970. [Google Scholar]
- Keeley, B. Human Capital: How What You Know Shapes Your Life; OECD: Paris, France, 2007. [Google Scholar]
- Jarvis, P. The Routledge International Handbook of Lifelong Learning; Routledge: New York, NY, USA, 2009. [Google Scholar]
- Willcox, K.E.; Sarma, S.; Lippel, P.H. Online Education: A Catalyst for Higher Education Reforms; MIT: Cambridge, MA, USA, 2016. [Google Scholar]
- Andrews, R. Does e-learning require a new theory of learning? Some initial thoughts1/Erfordert E-Learning eine neue Theorie des Lernens? Einige erste Überlegungen. J. Educ. Res. Online Münster 2011, 3, 104–121. [Google Scholar]
- Garrison, D.R.; Anderson, T. E-Learning in the 21st Century: A Framework for Research and Practice; RoutledgeFalmer: London, UK, 2003. [Google Scholar]
- Uskov, V.L.; Howlett, R.J.; Jain, L.C. Smart Education and Smart e-Learning; Springer: Cham, Switzerland, 2015; Volume 41. [Google Scholar]
- Aristotle. Metaphysics. Ross, W., Ed.; 350 AC. Available online: http://archive.org/details/AristotleOrganon (accessed on 29 October 2007).
- Whitworth, B.; de Moor, A. Handbook of Research on Socio-Technical Design and Social Networking Systems; Information Science Reference: Hershey, PA, USA, 2009. [Google Scholar]
- Cherns, A. Principles of Sociotechnical Design Revisited. Hum. Relat. 1987, 40, 153–162. [Google Scholar] [CrossRef]
- Haythornthwaite, C.; Andrews, R. E-Learning. Theory and Practice; SAGE Publications: Los Angeles, CA, USA, 2011. [Google Scholar]
- Kanfer, R.; Heggestad, E.D. Motivational traits and skills: A person-centered approach to work motivation. Res. Organ. Behav. 1997, 19, 1–56. [Google Scholar]
- Appelbaum, S.H. Socio-technical systems theory: An intervention strategy for organizational development. Manag. Decis. London 1997, 35, 452–463. [Google Scholar] [CrossRef]
- Bostrom, R.P.; Heinen, J.S. MIS Problems and Failures: A Socio-Technical Perspective PART II: The Application of Socio-Technical Theory. MIS Quart. 1977, 1, 11–28. [Google Scholar] [CrossRef]
- Palvia, S.C.; Sharma, R.S.; Conrath, D.W. A socio-technical framework for quality assessment of computer information systems. Ind. Manag. Data Syst. 2001, 101, 237–251. [Google Scholar] [CrossRef]
- Angeli, C.; Valanides, N. A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education. In Handbook of Research on Literacy in Technology at the K-12 Level; Idea Group: Hershey, PA, USA, 2006. [Google Scholar]
- Erichsen, E.A.; DeLorme, L.; Connelley, R.; Okurut-Ibore, C.; McNamara, L.; Aljohani, O. Sociotechnical Systems Approach: An Internal Assessment of a Blended Doctoral Program. J. Contin. High. Educ. 2013, 61, 23–34. [Google Scholar] [CrossRef]
- Krotov, V. Critical Success Factors in M-Learning: A Socio-Technical Perspective. Commun. Assoc. Inf. Syst. 2015, 36, 25–34. [Google Scholar]
- Miller, C. A Socio-TechnicaI Systems Approach to Distance Education for Professional Development. Open Learn. 1998, 13, 23–29. [Google Scholar] [CrossRef]
- Wu, W.; Hwang, L.Y. The Effectiveness of E-Learning for Blended Courses in Colleges: A Multi-Level Empirical Study. Int. J. Electr. Bus. Manag. 2010, 8, 312–322. [Google Scholar]
- Forrier, A.; Sels, L. The concept employability: A complex mosaic. Int. J. Hum. Resour. Dev. Manag. 2003, 3, 102. [Google Scholar] [CrossRef]
- Jackson, D. An international profile of industry-relevant competencies and skill gaps in modern graduates. Int. J. Manag. Educ. 2010, 8, 29–58. [Google Scholar] [CrossRef]
- Dacre Pool, L.; Sewell, P. The key to employability: Developing a practical model of graduate employability. Educ. Train. 2007, 49, 277–289. [Google Scholar] [CrossRef]
- De Hoyos, M.; Green, A.E.; Barnes, S.-A.; Behle, H.; Baldauf, B.; Owen, D.; Institute for Prospective Technological Studies. Literature Review on Employability, Inclusion and ICT, Report 2: ICT and Employability; Joint Research Centre of the European Commission; Publications Office of the European Union: Luxembourg, 2013. [Google Scholar]
- Pérez i Escoda, N. Programa de Formació per a la Inserció Laboral; Ediciones CEAC: Barcelona, Spain, 1996. [Google Scholar]
- Jackson, D.; Wilton, N. Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics. High. Educ. Res. Dev. 2017, 36, 747–762. [Google Scholar] [CrossRef]
- Blanch, J.M. Del Viejo al Nuevo Paro. Un Analisis Psicologico y Social; PPU: Barcelona, Spain, 1990. [Google Scholar]
- Leavitt, H.J. Applied Organizational Change in Industry: Structural, technological and humanistic approaches. In Handbook of Organizations; March, J.G., Ed.; Rand McNally: Chicago, IL, USA, 1965; pp. 1144–1170. [Google Scholar]
- Lin, H.F.; Lee, G.G. Effects of socio-technical factors on organizational intention to encourage knowledge sharing. Manag. Decis. 2006, 44, 74–88. [Google Scholar] [CrossRef]
- Wang, J.; Solan, D.; Ghods, A. Distance learning success—A perspective from socio-technical systems theory. Behav. Inf. Technol. 2010, 29, 321–329. [Google Scholar] [CrossRef]
- Whitworth, B.; Banuls, V.; Sylla, C.; Mahinda, E. Expanding the Criteria for Evaluating Socio-Technical Software. IEEE Trans. Syst. Man Cybern. Part A 2008, 38, 777–790. [Google Scholar] [CrossRef]
- Zuiderwijk, A.; Janssen, M.; Choenni, S.; Meijer, R.; Alibaks, R.S. Socio-technical impediments of open data. Electron. J. EGov. 2012, 10, 156–172. [Google Scholar]
- Brannock, J.W. Socio-Technical Systems Theory: A Study of the Degree to Which Organizational Structure, Process, and Technological Complexity Are Congruent in a United States Air Force Jet Engine Overhaul Facility; University of Nebraska: Lincoln, NE, USA, 1981. [Google Scholar]
- Kontoghiorghes, C. Reconceptualizing the learning transfer conceptual framework: Empirical validation of a new systemic model. Int. J. Train. Dev. 2004, 8, 210–221. [Google Scholar] [CrossRef]
- Trist, E.L. The Evolution of Socio-Technical Systems: A Conceptual Framework and an Action Research Program; Ontario Ministry of Labour, Ontario Quality of Working Life Centre: Toronto, ON, Canada, 1981. [Google Scholar]
- Lee, S.M.; Kim, K.; Paulson, P.; Park, H. Developing a socio-technical framework for business-IT alignment. Ind. Manag. Data Syst. 2008, 108, 1167–1181. [Google Scholar] [CrossRef]
- Molleman, E.; Broekhuis, M. Sociotechnical systems: Towards an organizational learning approach. J. Eng. Technol. Manag. 2001, 18, 271–294. [Google Scholar] [CrossRef]
- Salas, E.; Glickman, A.S. Comportamiento organizacional, teoría de sistemas socio-técnicos y calidad de vida laboral: La experiencia peruana. Rev. Latinoam. Psicol. 1990, 22, 69–82. [Google Scholar]
- Stevens, M.J.; Campion, M.A. Staffing Work Teams: Development and Validation of a Selection Test for Teamwork Settings. J. Manag. 1999, 25, 207–228. [Google Scholar]
- Frey, W. Socio-Technical Systems in Professional Decision Making. 2013. Available online: http://cnx.org/content/m14025/1.9 (accessed on 27 March 2013).
- Sharpe, R. What does it take to learn in next generation learning spaces? In The Future of Learning and Teaching in Next Generation Learning Spaces; Fraser, K., Ed.; Emerald Group Publishing Limited: Bingley, UK, 2014; pp. 123–145. [Google Scholar]
- Wahlstedt, A.; Pekkola, S.; Niemelä, M. From e-learning space to e-learning place. Br. J. Educ. Technol. 2008, 39, 1020–1030. [Google Scholar] [CrossRef]
- Beaulieu, L.J.; Israel, G.D.; Hartless, G.; Dyk, P. For whom does the school bell toll?: Multi-contextual presence of social capital and student educational achievement. J. Soc.-Econ. 2001, 30, 121–127. [Google Scholar] [CrossRef]
- Bourdieu, P.; Sapiro, G.; McHale, B. Second Lecture. The New Capital: Introduction to a Japanese Reading of State Nobility. Poet. Today 1991, 12, 643–653. [Google Scholar] [CrossRef]
- Ceja, M. Understanding the Role of Parents and Siblings as Information Sources in the College Choice Process of Chicana Students. J. Coll. Stud. Dev. Baltim. 2006, 47, 87–104. [Google Scholar] [CrossRef]
- Coleman, J.S. Social Capital in the Creation of Human Capital. Am. J. Sociol. 1994, 94, S95–S120. [Google Scholar] [CrossRef]
- Francis, B.; Wong, B. What Is Preventing Social Mobility? A Review of the Evidence; Association of School and College Leaders (ASCL): London, UK, 2013. [Google Scholar]
- Girotti, C.; Pais, I. New Graduates Social Capital: Nodes and Ties in the Transition from University to the Job Market. Sociol. Del Lav. 2015, 137, 145–159. [Google Scholar]
- Litz, D.; Hourani, B. Developing Educational Capital in Times of Change: The Experience of Abu Dhabi. In Leveraging Social Capital in Systemic Education Reform; Haslam, I.R., Khine, M.S., Eds.; Sense Publishers: Rotterdam, The Netherlands, 2016; pp. 115–141. [Google Scholar]
- Martin, J.P.; Simmons, D.R.; Yu, S.L. The Role of Social Capital in the Experiences of Hispanic Women Engineering Majors. J. Eng. Educ. Wash. 2013, 102, 227–243. [Google Scholar] [CrossRef]
- McNeal, R.B. Parental Involvement as Social Capital: Differential Effectiveness on Science Achievement, Truancy, and Dropping Out. Soc. Forces 1999, 78, 117–144. [Google Scholar] [CrossRef]
- Piróg, D. The impact of degree programme educational capital on the transition of graduates to the labour market. Stud. High. Educ. 2016, 41, 95–109. [Google Scholar] [CrossRef]
- Pishghadam, R.; Zabihi, R. Parental Education and Social and Cultural Capital in Academic Achievement. Int. J. Engl. Ling. 2011, 1, 50. [Google Scholar] [CrossRef]
- Reay, D. Education and cultural capital: The implications of changing trends in education policies. Cult. Trends 2004, 13, 73–86. [Google Scholar] [CrossRef]
- Scott, F. The Influence of Neighborhood, Family, School, and Student Dimensions of Social Capital on Academic Achievement: An Integrated Theoretical Framework. Master’s Thesis, University of Montana, Missoula, MT, USA, 2007. [Google Scholar]
- Stanton-Salazar, R.D.; Dornbusch, S.M. Social Capital and the Reproduction of Inequality: Information Networks among Mexican-Origin High School Students. Sociol. Educ. 1995, 68, 116–135. [Google Scholar] [CrossRef]
- Strawn, C.L. The Influences of Social Capital on Lifelong Learning among Adults WhoDid Not Finish High School; National Center for the Study of Adult Learning and Literacy: Cambridge, MA, USA, 2003; pp. 1–99. [Google Scholar]
- Tierney, W.G. Fictive Kin and Social Capital: The Role of Peer Groups in Applying and Paying for College. Am. Behav. Sci. 2006, 49, 1687–1702. [Google Scholar] [CrossRef]
- Arke, E.; Primack, B. Quantifying Media Literacy: Development, reliability, and validity of a new Measure. Educ. Med. Inte. 2009, 46, 53–65. [Google Scholar] [CrossRef]
- Ashley, S.; Maksl, A.; Craft, S. Developing a News Media Literacy Scale. J. Mass Commun. Educ. 2013, 68, 7–21. [Google Scholar] [CrossRef]
- Bier, M.; Schmidt, S.; Shields, D.; Zwarun, L.; Sherblom, S.; Primack, B.; Rucker, B. School-based Smoking Prevention with Media Literacy: A Pilot Study. J. Med. Lit. Educ. 2013, 2, 185–198. [Google Scholar]
- Celot, P.; Pérez-Tornero, J.M. Study on Assessment Criteria for Media Literacy Levels; European Association for Viewers’ Interests (EAVI): Brussels, Belgium, 2009. [Google Scholar]
- Chang, C.S.; Liu, E.Z.F.; Lee, C.Y.; Chen, N.S.; Hu, D.C.; Lin, C.H. Developing and Validating a Media Literacy Self-Evaluation Scale (MLSS) for Elementary School Students. Turk. Online J. Educ. Technol. TOJET 2011, 10, 63–71. [Google Scholar]
- Claro, M.; Preiss, D.D.; San-Martín, E.; Jara, I.; Hinostroza, J.E.; Valenzuela, S.; Nussbaum, M. Assessment of 21st Century ICT skills in Chile: Test Design and Results from High School Level Students. Comput. Educ. 2012, 59, 1042–1053. [Google Scholar] [CrossRef]
- Duran, R.L.; Yousman, B.; Walsh, K.M.; Longshore, M.A. Holistic Media Education: An Assessment of the Effectiveness of a College Course in Media Literacy. Commun. Quart. 2008, 56, 49–68. [Google Scholar] [CrossRef]
- Ferrés, J.; Piscitelli, A. Media Competence. Articulated Proposal of Dimensions and Indicators. Comunicar 2012, 19, 75–82. [Google Scholar] [CrossRef]
- Koc, M.; Barut, E. Development and Validation of New Media Literacy Scale (NMLS) for University Students. Comput. Hum. Behav. 2016, 63, 834–843. [Google Scholar] [CrossRef]
- Levin-Zamir, D.; Lemish, D.; Gofin, R. Media Health Literacy (MHL): Development and Measurement of the Concept among Adolescents. Health Educ. Res. 2011, 26, 323–335. [Google Scholar] [CrossRef] [PubMed]
- Maksl, A.; Ashley, S.; Craft, S. Measuring News Media Literacy. J. Med. Lit. Educ. 2015, 6, 29–45. [Google Scholar]
- Martínez-Cerdá, J.F.; Torrent-Sellens, J. Empoderamiento mediático mediante e-learning. Diseño y validación de una escala. El Profesional de la Información (EPI) 2017, 26, 43–54. [Google Scholar] [CrossRef]
- Norman, C.-D.; Skinner, H.-A. eHEALS: The eHealth Literacy Scale. J. Med. Internet Res. 2006, 8, e27. [Google Scholar] [CrossRef] [PubMed]
- Pérez-Rodríguez, M.A.; Delgado-Ponce, Á. De la competencia digital y audiovisual a la competencia mediática: Dimensiones e indicadores. Comunicar 2012, 20, 25–34. [Google Scholar] [CrossRef]
- Phelps-Tschang, J.; Miller, E.; Rice, K.; Primack, B. Web-based Media Literacy to Prevent Tobacco Use among High School Students. J. Med. Lit. Educ. 2016, 7, 29–40. [Google Scholar]
- Potter, J. The State of Media Literacy. J. Broadcast. Electron. Med. 2010, 54, 675–696. [Google Scholar] [CrossRef]
- Román-García, S.; Almansa-Martínez, A.; Cruz-Díaz, M.-R. Adults and Elders and their use of ICTs. Media Competence of Digital Immigrants. Comunicar 2016, 24, 13. [Google Scholar] [CrossRef]
- Vraga, E.; Tully, M.; Kotcher, J.; Smithson, A.-B.; Broeckelman-Post, M. A Multi-Dimensional Approach to Measuring News Media Literacy. J. Med. Lit. Educ. 2016, 7, 41–53. [Google Scholar]
- Zhang, H.; Zhu, C. A Study of Digital Media Literacy of the 5th and 6th Grade Primary Students in Beijing. Asia-Pacif. Educ. Res. 2016, 25, 579–592. [Google Scholar] [CrossRef]
- Benito-Osorio, D.; Peris-Ortiz, M.; Armengot, C.R.; Colino, A. Web 5.0: The future of emotional competences in higher education. Glob. Bus. Perspect. 2013, 1, 274–287. [Google Scholar] [CrossRef]
- CEDEFOP. Skills, Qualifications and Jobs in the EU: The Making of a Perfect Match? Publications Office of the European Union: Luxembourg, 2015. [Google Scholar]
- Corominas Rovira, E.; Saurina Canals, C.; Villar Hoz, E.; AQU. Adequació de la Formació Universitària al Mercat de Treball Anàlisi de Tres Cohorts de Graduats a Catalunya; Agència per a la Qualitat del Sistema Universitari de Catalunya (AQU): Barcelona, Spain, 2010. [Google Scholar]
- Domitrovich, C.E.; Cortes, R.C.; Greenberg, M.T. Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum. J. Primary Prev. 2007, 28, 67–91. [Google Scholar] [CrossRef] [PubMed]
- Foray, D.; Lundvall, B.-Å. The Knowledge-Based Economy: From the Economics of Knowledge to the Learning Economy. In The Economic Impact of Knowledge; Butterworth-Heinemann: Boston, MA, USA, 1998; pp. 115–121. [Google Scholar]
- Kruger, J.; Blignaut, A.S. Linking Emotional Intelligence to Achieve Technology Enhanced Learning in Higher Education. Turk. Online J. Dist. Educ. 2013, 14, 99–120. [Google Scholar]
- Lundvall, B.Å. The Economics of Knowledge and Learning. In Product Innovation, Interactive Learning and Economic; Lundvall, B.-Å., Christensen, J.L., Eds.; Emerald Group Publishing Limited: Amsterdam, The Netherlands, 2004; Volume 8, pp. 21–42. [Google Scholar]
- Lundvall, B.Å.; Johnson, B. The Learning Economy. J. Ind. Stud. 1994, 1, 23–42. [Google Scholar] [CrossRef]
- Mason, J.; Lefrere, P. Trust, Collaboration, e-Learning and Organisational Transformation. Int. J. Train. Dev. 2003, 7, 259–270. [Google Scholar] [CrossRef]
- Naeve, A.; Yli-Luoma, P.; Kravcik, M.; Lytras, M.D. A modelling approach to study learning processes with a focus on knowledge creation. Int. J. Technol. Enhanc. Learn. 2008, 1, 1–34. [Google Scholar] [CrossRef]
- OECD. Employment and Growth in the Knowledge-Based Economy; OECD Publishing: Copenhagen, Denmark, 1996. [Google Scholar]
- OECD. Knowledge Management in the Learning Society; OECD Publishing: Paris, France, 2000. [Google Scholar]
- OECD. OECD Skills Outlook 2013: First Results from the Survey of Adult Skills; OECD Publishing: Paris, Francs, 2013. [Google Scholar]
- Rychen, D.S.; Salganik, L.H. The Definition and Selection of Key Competencies: Executive Summary; Organisation for Economic Co-operation and Development (OECD): Neuchâtel, Switzerland, 2005. [Google Scholar]
- Torrent-Sellens, J. Knowledge Products and Network Externalities: Implications for the Business Strategy. J. Knowl. Econ. 2015, 6, 138–156. [Google Scholar] [CrossRef]
- Vratskikh, I.; Masa’deh, R.; Al-Lozi, M.; Maqableh, M. The Impact of Emotional Intelligence on Job Performance via the Mediating Role of Job Satisfaction. Int. J. Bus. Manag. 2016, 11, 69. [Google Scholar] [CrossRef]
- Anderson, J.R. The Architecture of Cognition; Harvard University Press: Cambridge, MA, USA, 1983. [Google Scholar]
- Kogut, B.; Zander, U. Knowledge of the Firm, Combinative Capabilities, and the Replication of Technology. Organ. Sci. 1992, 3, 383–397. [Google Scholar] [CrossRef]
- Martínez-León, I.M.; Ruiz-Mercader, J. Los procesos de creación del conocimiento: El aprendizaje y la espiral de conversión del conocimiento. In XVI Congreso Nacional y XII Congreso hispano-francés de AEDEM: La empresa intangible; Universidad de Alicante: San Vicente del Raspeig, Spain, 2002; pp. 1–16. [Google Scholar]
- Nonaka, I.; Konno, N. The Concept of “Ba”: Building a Foundation for Knowledge Creation. Ca. Manag. Rev. 1998, 40, 40–54. [Google Scholar] [CrossRef]
- Nonaka, I.; Takeuchi, H. The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation; Oxford University Press: New York, NY, USA, 1995. [Google Scholar]
- Polanyi, M. Personal Knowledge. Towards a Post-Critical Philosophy; Routledge: London, UK, 1992. [Google Scholar]
- Ryle, G. The Concept of Mind; Routledge: New York, NY, USA, 2009. [Google Scholar]
- Nonaka, I. The Knowledge-Creating Company. Harv. Bus. Rev. 1991, 69, 96–104. [Google Scholar]
- Nonaka, I. A Dynamic Theory of Organizational Knowledge Creation. Organ. Sci. 1994, 5, 14–37. [Google Scholar] [CrossRef]
- Andone, D.; Boyne, C.W.; Dron, J.; Pemberton, L. Digital students and their use of e-learning environments. In Proceedings of the IADIS International Conference WWW/Internet; IADIS Press: Lisbon, Portugal, 2005; Volume 1, pp. 302–306. [Google Scholar]
- Calonge, D.S.; Shah, M.A. MOOCs, Graduate Skills Gaps, and Employability: A Qualitative Systematic Review of the Literature. Int. Rev. Res. Open Distrib. Learn. 2016, 17. [Google Scholar] [CrossRef]
- Capsada Munsech, Q.; Prades Nebot, A.; AQU. Ocupabilitat i Competències dels Graduats Recents: L’opinió D’empreses i Institucions. Principals Resultats de L’estudi D’ocupadors 2014; Agència per la Qualitat del Sistema Universitaria de Catalunya (AQU): Barcelona, Spain, 2015. [Google Scholar]
- Garrido, M.; Sullivan, J.; Gordon, A. Understanding the Links Between ICT Skills Training and Employability: An Analytical Framework. Inf. Technol. Int. Dev. 2012, 8, 17–32. [Google Scholar]
- Lupiañez, F.; Codagnone, C.; Dalet, R. ICT for the Employability and Integration of Immigrants in the European Union: Results from a Survey in Three Member States; (EUR—Scientific and Technical Research Reports No. EUR 27352 EN); Publications Office of the European Union: Luxembourg, 2015. [Google Scholar]
- Papadopoulos, T.; Armatas, C. Evaluation of an ICT Skills Program: Enhancing Graduate Capabilities and Employability. Int. J. Electron. Commer. Stud. 2013, 4, 93–101. [Google Scholar] [CrossRef]
- Peng, G. Do computer skills affect worker employment? An empirical study from CPS surveys. Comput. Hum. Behav. 2017, 74, 26–34. [Google Scholar] [CrossRef]
- Van Laar, E.; van Deursen, A.J.A.M.; van Dijk, J.A.G.M.; de Haan, J. The relation between 21st-century skills and digital skills: A systematic literature review. Comput. Hum. Behav. 2017, 72, 577–588. [Google Scholar] [CrossRef]
- Torrent-Sellens, J.; Fitó-Bertran, À.; Castillo-Merino, D.; Jiménez-Zarco, A.I.; Ficapal-Cusí, P.; Lamolla-Kristiansen, L.; Soler-Ramos, I. Emprendre en Temps de Crisi: Cap a les Noves Xarxes de Generació de Valor; Editorial UOC: Barcelona, Spain, 2012. [Google Scholar]
- Blades, R.; Fauth, R.; Gibb, J. Measuring Employability Skills: A Rapid Review to Inform Development of Tools for Project Evaluation; National Childrens Bureau: London, UK, 2012. [Google Scholar]
- Judge, T.A.; Erez, A.; Bono, J.E.; Thoresen, C.J. Are Measures of Self-esteem, Neuroticism, Locus of Control, and Generalized Self-efficacy Indicators of a Common Core Construct? J. Pers. Soc. Psychol. 2002, 83, 693–710. [Google Scholar] [CrossRef] [PubMed]
- Menon, S.T. Employee Empowerment: An Integrative Psychological Approach. Appl. Psychol. 2001, 50, 153–180. [Google Scholar] [CrossRef]
- National Research Council. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century; Pellegrino, J.W., Hilton, M.L., Eds.; The National Academies Press: Washington, DC, USA, 2012. [Google Scholar]
- San-Millán, N.; Mazzucchelli, P.C. De la reflexión a la acción. Relato de la experiencia RoadsMOOC, como viaje educomunicativo de transformación personal y social. Rev. Mediterr. Commun. 2016, 7, 81–97. [Google Scholar] [CrossRef]
- Spreitzer, G.M. Psychological Empowerment in the Workplace: Dimensions, Measurement, and Validation. Acad. Manag. J. 1995, 38, 1442–1465. [Google Scholar] [CrossRef]
- Yizhong, X.; Lin, Z.; Baranchenko, Y.; Lau, C.K.; Yukhanaev, A.; Lu, H. Employability and job search behavior: A six-wave longitudinal study of Chinese university graduates. Empl. Relat. 2017, 39, 223–239. [Google Scholar] [CrossRef]
- Zimmerman, M.A. Psychological Empowerment: Issues and Illustrations. Am. J. Community Psychol. 1995, 23, 581–599. [Google Scholar] [CrossRef] [PubMed]
- Fugate, M.; Kinicki, A.J.; Ashforth, B.E. Employability: A psycho-social construct, its dimensions, and applications. J. Vocat. Behav. 2004, 65, 14–38. [Google Scholar] [CrossRef]
- Fugate, M.; Kinicki, A.J. A dispositional approach to employability: Development of a measure and test of implications for employee reactions to organizational change. J. Occup. Organ. Psychol. 2008, 81, 503–527. [Google Scholar] [CrossRef]
- Fugate, M. Employability. In Encyclopedia of Career Development; Greenhaus, J.H., Callanan, G.A., Eds.; Sage Publications: Thousand Oaks, CA, USA, 2006; Volume 1, pp. 267–271. [Google Scholar]
- Hennekam, S. Employability of older workers in the Netherlands: Antecedents and consequences. Int. J. Manpow. 2015, 36, 931–946. [Google Scholar] [CrossRef]
- Lo Presti, A.; Pluviano, S. Looking for a route in turbulent waters: Employability as a compass for career success. Organ. Psychol. Rev. 2016, 6, 192–211. [Google Scholar] [CrossRef]
- Maslić Seršić, D.; Tomas, J. The Role of Dispositional Employability in Determining Individual Differences in Career Success. Drus. Istraz. 2014, 23, 593–613. [Google Scholar] [CrossRef]
- Pinto, L.H.; Ramalheira, D.C. Perceived employability of business graduates: The effect of academic performance and extracurricular activities. J. Vocat. Behav. 2017, 99, 165–178. [Google Scholar] [CrossRef]
- Torrent-Sellens, J.; Ficapal-Cusí, P.; Boada-Grau, J. Dispositional Employability and Online Training Purchase. Evidence from Employees’ Behavior in Spain. Front. Psychol. 2016, 7, 1–15. [Google Scholar] [CrossRef] [PubMed]
- Van der Heijde, C.M. Employability and Self-Regulation in Contemporary Careers. In Psycho-Social Career Meta-Capacities; Coetzee, M., Ed.; Springer International Publishing: Cham, Switzerland, 2014; pp. 7–17. [Google Scholar]
- Vanhercke, D.; Cuyper, N.D.; Peeters, E.; Witte, H.D. Defining perceived employability: A psychological approach. Pers. Rev. 2014, 43, 592–605. [Google Scholar] [CrossRef]
- Jovanovic, B. Job Matching and the Theory of Turnover. J. Political Econ. 1979, 87, 972. [Google Scholar] [CrossRef]
- Neal, D. The Complexity of Job Mobility among Young Men. J. Labor Econ. 1999, 17, 237–261. [Google Scholar] [CrossRef]
- Stevens, M. Earnings Functions, Specific Human Capital, and Job Matching: Tenure Bias Is Negative. J. Labor Econ. 2003, 21, 783–805. [Google Scholar] [CrossRef]
- Zaretsky, A.M.; Coughlin, C.C. An introduction to the theory and estimation of a job-search model. Rev. Fed. Reserv. Bank St. Louis 1995, 77, 53. [Google Scholar]
- The Gallup Organization. Employers’ Perception of Graduate Employability; European Commission: Budapest, Hungary, 2010. [Google Scholar]
- Winterbotham, M.; Vivian, D.; Shury, J.; Davies, B.; Kik, G. The UK Commission’s Employer Skills Survey 2013: UK Results; Comission for Employment and Skills: London, UK, 2014. [Google Scholar]
- Baay, P.E.; de Ridder, D.T.D.; Eccles, J.S.; van der Lippe, T.; van Aken, M.A.G. Self-control trumps work motivation in predicting job search behavior. J. Vocat. Behav. 2014, 85, 443–451. [Google Scholar] [CrossRef]
- Lee, S.; Song, Y.; Jeong, M.; Lee, C.; Yun, G. Differences in the Influence of College Students’ Self-Esteem for Getting-a-Job on Job Search Behavior Intensity in South Korea. Indian J. Sci. Technol. 2016, 9. [Google Scholar] [CrossRef]
- Onyishi, I.E.; Enwereuzor, I.K.; Ituma, A.N.; Omenma, J.T. The mediating role of perceived employability in the relationship between core self-evaluations and job search behaviour. Career Dev. Int. 2015, 20, 604–626. [Google Scholar] [CrossRef]
- Calzada, I. Futuro del Trabajo. Trabajo del Futuro; MIK: Arrasate, Gipuzkoa, 2005. [Google Scholar]
- Castells, M. Materials for an exploratory theory of the network society. Br. J. Sociol. 2000, 51, 5–24. [Google Scholar] [CrossRef]
- Drucker, P.F. The Landmarks of Tomorrow; Harper & Brothers: New York, NY, USA, 1959. [Google Scholar]
- Drucker, P.F. The Age of Discontinuity: Guidelines to Our Changing Society; William Heinemann Ltd.: London, UK, 1969. [Google Scholar]
- Leadbeater, C. Living on Thin Air: The New Economy; Viking: London, UK, 1999. [Google Scholar]
- Torres Díaz, J.C.; Torres Carrión, P.V.; Infante Moro, A. Mobile learning: Perspectives. RUSC Univ. Knowl. Soc. J. 2015, 12, 38–49. [Google Scholar] [CrossRef]
- Webster, F. Theories of the Information Society, 4th ed.; Routledge: New York, NY, USA, 2014. [Google Scholar]
- Bell, D. The Coming of Post-Industrial Society. A Venture in Social Forecasting; Basic Books: New York, NY, USA, 1999. [Google Scholar]
- Bollier, D. The Future of Work: What it Means for Individuals, Businesses, Markets and Governments; The Aspen Institute: Washington, DC, USA, 2011. [Google Scholar]
- Castells, M. The Network Enterprise: The Culture, Institutions, and Organizations of the Informational Economy. In The Rise of the Network Society; Wiley-Blackwell: Hoboken, NJ, USA, 2009; pp. 163–215. [Google Scholar]
- Drucker, P.F. Post-Capitalist Society; Routledge: New York, NY, USA, 1993. [Google Scholar]
- Farnsworth, V.; Kleanthous, I.; Wenger-Trayner, E. Communities of Practice as a Social Theory of Learning: A Conversation with Etienne Wenger. Br. J. Educ. Stud. 2016, 64, 139–160. [Google Scholar] [CrossRef]
- Grantham, C.E. Design Principles for the Virtual Workplace. In Proceedings of the ACM SIGCPR/SIGMIS Conference on Computer Personnel Research; ACM: New York, NY, USA, 1996. [Google Scholar]
- Inkpen, A.C.; Tsang, E.W.K. Social Capital, Networks, and Knowledge Transfer. Acad. Manag. Rev. 2005, 30, 146–165. [Google Scholar] [CrossRef]
- Malone, T.W.; Laubacher, R.; Scott Morton, M.S. Inventing the Organizations of the 21st Century; MIT Press: Cambridge, MA, USA, 2003. [Google Scholar]
- McDermott, R.; O’Dell, C. Overcoming cultural barriers to sharing knowledge. J. Knowl. Manag. 2001, 5, 76–85. [Google Scholar] [CrossRef]
- Ware, J.; Grantham, C. The future of work: Changing patterns of workforce management and their impact on the workplace. J. Facil. Manag. 2003, 2, 142–159. [Google Scholar] [CrossRef]
- Alemán, J. Labour market dualism and industrial relations in Europe. Ind. Relat. J. 2009, 40, 252–272. [Google Scholar] [CrossRef]
- Botero, J.C.; Djankov, S.; La Porta, R.; Lopez-De-Silanes, F.; Shleifer, A. The Regulation of Labor. Quart. J. Econ. 2004, 119, 1339–1382. [Google Scholar] [CrossRef]
- Ficapal-Cusí, P.; Torrent-Sellens, J. New Human Resource Management Systems in Non-Based-Knowledge Firms: Applications for Decision Making on the Business Performance. Mod. Econ. 2014, 5, 139–151. [Google Scholar] [CrossRef]
- Kalleberg, A.L. Nonstandard Employment Relations: Part-time, Temporary, and Contract Work. Annu. Rev. Sociol. 2010, 26, 341–365. [Google Scholar] [CrossRef]
- Morgan, J.; Genre, V.; Wilson, C. Measuring Employment Security in Europe Using Surveys of Employers. Ind. Relat. 2001, 40, 54–72. [Google Scholar] [CrossRef]
- Tilly, C. Reasons for the Continuing Growth of Part-Time Employment. Mon. Labor Rev. 1991, 114, 10. [Google Scholar]
- Rust, J.; Golombok, S. Modern Psychometrics: The Science of Psychological Assessment; Routledge: London, UK; New York, NY, USA, 1999. [Google Scholar]
- Head, A.J. Staying Smart: How Today’s Graduates Continue to Learn Once They Complete College; Social Science Research Network: New York, NY, USA, 2016. [Google Scholar]
- Wotherspoon, S.E.; McCarthy, P.W. The Factors and Motivations behind United Kingdom Chiropractic Professional Association Membership: A Survey of the Welsh Institute of Chiropractic Alumni. Chiropr. Man. Ther. 2016, 24, 1–9. [Google Scholar] [CrossRef] [PubMed]
- R Core Team. R: A Language and Environment for Statistical Computing; R Foundation for Statistical Computing: Viena, Austria, 1996. [Google Scholar]
- Rosseel, Y. Lavaan: An R Package for Structural Equation Modeling. J. Stat. Softw. 2012, 48, 1–36. [Google Scholar] [CrossRef]
- Bi, R.; Davison, R.M.; Kam, B.; Smyrnios, K.X. Developing Organizational Agility through It and Supply Chain Capability. In PACIS 2012 Proceedings; AIS Electronic Library (AISeL): Hochiminh City, Vietnam, 2012; p. 64. [Google Scholar]
- Yang, Z.; Sun, J.; Zhang, Y.; Wang, Y. Understanding SaaS adoption from the perspective of organizational users: A tripod readiness model. Comput. Hum. Behav. 2015, 45, 254–264. [Google Scholar] [CrossRef]
- Bollen, K.; Lennox, R. Conventional wisdom on measurement: A structural equation perspective. Psychol. Bull. 1991, 110, 305–314. [Google Scholar] [CrossRef]
- Guadagnoli, E.; Velicer, W.F. Relation of Sample Size to the Stability of Component Patterns. Psychol. Bull. 1988, 103, 265–275. [Google Scholar] [CrossRef] [PubMed]
- Muthén, L.K.; Muthén, B.O. How to Use a Monte Carlo Study to Decide on Sample Size and Determine Power. Struct. Equ. Model. 2002, 9, 599–620. [Google Scholar] [CrossRef]
- Myers, N.D.; Ahn, S.; Jin, Y. Sample Size and Power Estimates for a Confirmatory Factor Analytic Model in Exercise and Sport. Res. Quart. Exerc. Sport 2011, 82, 412–423. [Google Scholar] [CrossRef] [PubMed]
- Rouquette, A.; Falissard, B. Sample Size Requirements for the Internal Validation of Psychiatric Scales. Int. J. Methods Psychiatric Res. 2011, 20, 235–249. [Google Scholar] [CrossRef] [PubMed][Green Version]
- Hair, J.F., Jr.; Black, W.C.; Babin, B.J.; Anderson, R.E. Multivariate Data Analysis; Pearson Education Limited: Harlow, UK, 2014. [Google Scholar]
- Hooper, D.; Coughlan, J.; Mullen, M. Structural equation modelling: Guidelines for determining model fit. Electron. J. Bus. Res. Methods 2008, 6, 53–60. [Google Scholar]
- Barnett, R. Improving Higher Education: Total Quality Care; The Society for Research into Higher Education & Open University Press: Buckingham, UK, 1992. [Google Scholar]
- Bunge, M. Ontology II: A World of Systems; Treatise on Basic Philosophy; D. Reidel Publishing Company: The Netherlands, 1979; Volume 4. [Google Scholar]
- Barberà Gregori, E. Proceso de Estudio en Enseñanza Universitaria a Distancia con Uso de Nuevas Tecnologías. RIED Rev. Iberoam. Educ. Dist. 2000, 3, 9–26. [Google Scholar] [CrossRef]
- De Grip, A.; Sauermann, J. The effect of training on productivity: The transfer of on-the-job training from the perspective of economics. Educ. Res. Rev. 2013, 8, 28–36. [Google Scholar] [CrossRef]
- Crespo-García, R.M.; Pardo, A.; Delgado Kloos, C.; Niemann, K.; Scheffel, M.; Wolpers, M. Peeking into the black box: Visualising learning activities. Int. J. Technol. Enhanc. Learn. 2012, 4, 99. [Google Scholar] [CrossRef]
- Fenwick, T.; Edwards, R. Networks of knowledge, matters of learning, and criticality in higher education. High. Educ. 2014, 67, 35–50. [Google Scholar] [CrossRef]
- Maritz, A.; Brown, C.R. Illuminating the black box of entrepreneurship education programs. Educ. Train. 2013, 55, 234–252. [Google Scholar] [CrossRef]
- Sabrià-Bernadó, B.; Llinàs-Audet, X.; Isus, S. Determinants of user demand for lifelong learning in institutions of higher education. Int. J. Train. Dev. 2017, 21, 145–166. [Google Scholar] [CrossRef]
- Dudel, C.; Gómez, M.A.L.; Benavides, F.; Myrskylä, MA. Lost Generation? The Financial Crisis and the Length of Working Life in Spain; Paper WP-2016-010; Max Planck Institute for Demographic Research: Rostock, Germany, 2016. [Google Scholar]
- UNESCO. International Standard Classification of Education (ISCED) 2011; UNESCO Institute for Statistics: Montreal, QC, Canada, 2012. [Google Scholar]
- Gonzalez, H.B.; Kuenzi, J.J. Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer; Paper R42642; Congressional Research Service: Washington, DC, USA, 2012. [Google Scholar]
- Dries, N.; Pepermans, R.; Carlier, O. Career success: Constructing a multidimensional model. J. Vocat. Behav. 2008, 73, 254–267. [Google Scholar] [CrossRef]
- Gerber, M.; Wittekind, A.; Grote, G.; Staffelbach, B. Exploring types of career orientation: A latent class analysis approach. J. Vocat. Behav. 2009, 75, 303–318. [Google Scholar] [CrossRef]
- Huang, Q.; Sverke, M. Women’s occupational career patterns over 27 years: Relations to family of origin, life careers, and wellness. J. Vocat. Behav. 2007, 70, 369–397. [Google Scholar] [CrossRef]
- Lyons, S.T.; Schweitzer, L.; Ng, E.S.W. How have careers changed? An investigation of changing career patterns across four generations. J. Manag. Psychol. 2015, 30, 8–21. [Google Scholar] [CrossRef]
- Vinkenburg, C.J.; Weber, T. Managerial career patterns: A review of the empirical evidence. J. Vocat. Behav. 2012, 80, 592–607. [Google Scholar] [CrossRef]
- Brinkley, I. Defining the Knowledge Economy; Knowledge Economy Programme Report; The Work Foundation: London, UK, 2006. [Google Scholar]
- Greene, C.; Myerson, J. Space for thought: Designing for knowledge workers. Facilities 2011, 29, 19–30. [Google Scholar] [CrossRef][Green Version]
- Pyöriä, P. The concept of knowledge work revisited. J. Knowl. Manag. 2005, 9, 116–127. [Google Scholar] [CrossRef]
- Kuijpers, M.; Meijers, F.; Gundy, C. The relationship between learning environment and career competencies of students in vocational education. J. Vocat. Behav. 2011, 78, 21–30. [Google Scholar] [CrossRef]
- Putnam, R.D. Bowling Alone: The Collapse and Revival of American Community; Simon and Schuster: New York, NY, USA, 2000. [Google Scholar]
- Jarvis, P. International Dictionary of Adult and Continuing Education; Kogan Page: London, UK, 2005. [Google Scholar]
- Barrie, S.C. A research-based approach to generic graduate attributes policy. High. Educ. Res. Dev. 2004, 23, 261–275. [Google Scholar] [CrossRef]
- Halfhill, T.R.; Nielsen, T.M. Quantifying the “Softer Side” of Management Education: An Example Using Teamwork Competencies. J. Manag. Educ. 2007, 31, 64–80. [Google Scholar] [CrossRef]
- Edwards, J.R.; Bagozzi, R.P. On the nature and direction of relationships between constructs and measures. Psychol. Methods 2000, 5, 155–174. [Google Scholar] [CrossRef] [PubMed]
- Folloni, G.; Vittadini, G. Human Capital Measurement: A Survey. J. Econ. Surv. 2010, 24, 248–279. [Google Scholar] [CrossRef]
- Smith, E.E.; Krüger, J. A critical assessment of the perceptions of graduates regarding their generic skills level: An exploratory study. S. Afr. J. Econ. Manag. Sci. 2011, 11, 121–138. [Google Scholar] [CrossRef]
- Melamed, A. El futuro del trabajo, el trabajo del future; Buenos Aires: Libronauta Argentina, 2005. [Google Scholar]
- Jarvis, P. Democracy, Lifelong Learning and the Learning Society. Active Citizenship in a Late Modern Age; Routledge: New York, NY, USA, 2008. [Google Scholar]
- Wright, K.-B. Researching Internet-Based Populations: Advantages and Disadvantages of Online Survey Research, Online Questionnaire Authoring Software Packages, and Web Survey Services. J. Comput.-Mediat. Commun. 2005, 10. [Google Scholar] [CrossRef]
- Jackson, D. Re-conceptualising graduate employability: The importance of pre-professional identity. High. Educ. Res. Dev. 2016, 35, 925–939. [Google Scholar] [CrossRef]
- Abderrazek, W. Some Cultural Issues in the Adoption of E-Learning. A Structuration Theory Approach. In E-Learning 2.0 Technologies and Web Applications in Higher Education; Pelet, J.-E., Ed.; IGI Global: Hershey, PA, USA, 2014; pp. 238–253. [Google Scholar]
- Rousseau, D.M. Technological differences in job characteristics, employee satisfaction, and motivation: A synthesis of job design research and sociotechnical systems theory. Organ. Behav. Hum. Perform. 1977, 19, 18–42. [Google Scholar] [CrossRef]
- McQuaid, R.W.; Lindsay, C. The Concept of Employability. Urban Stud. 2005, 42, 197–219. [Google Scholar] [CrossRef][Green Version]
- Green, A.E.; de Hoyos, M.; Barnes, S.-A.; Owen, D.; Baldauf, B.; Behle, H.; Institute for Prospective Technological Studies. Literature Review on Employability, Inclusion and ICT, Report 1: The Concept of Employability with a Specific Focus on Young People, Older Workers and Migrants; Publications Office of the European Union: Luxembourg, 2013. [Google Scholar]
- Gazier, B. Employability: Concepts and Policies. InforMISEP Policies 1999, 67/68, 36–47. [Google Scholar]
- Suárez-Lantarón, B. Empleabilidad: Análisis del concepto. Rev. Investig. Educ. 2016, 14, 67–84. [Google Scholar]
- Jackson, D. Testing a model of undergraduate competence in employability skills and its implications for stakeholders. J. Educ. Work 2014, 27, 220–242. [Google Scholar] [CrossRef]
- Tamkin, P.; Hillage, J. Employability and Employers: The Missing Piece of the Jigsaw; The Institute for Employment Studies: Brighton, UK, 1999. [Google Scholar]
Dimensions | Items | References |
---|---|---|
Question: The whole completed online education was designed to... | ||
ICT | –Allow all types of digital content | [50,51,52,53] |
–Allow various information and communication technologies | ||
–Access with more digital devices | ||
–Agile adaptation to technological changes | ||
Learning tasks | –Help learning through well-defined tasks | [54,55,56] |
–Focus student attention on specific tasks and actions | ||
–Establish a time-saving order to complete the tasks | ||
–Give access to more educational resources | ||
Students | –Be flexible and adaptable to the needs of students | [50,52,53,54,56,57,58,59,60,61,62,63] |
–Offer great diversity of helping and personal supporting | ||
–Give usability (ease of use for students) | ||
–Make recommendations regarding study habits | ||
Organization | –Solve problems with interactions without hierarchies | [50,51,54,56,58,60] |
–Maintain a non-hierarchical communicative structure | ||
–Adapt continuously to educational and pedagogical changes | ||
–Have an open culture (freedom, creativity, and cooperation) | ||
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Dimensions | Items | References |
---|---|---|
Question: Highest level of education successfully completed in your… | ||
Educational social capital | –Family | [64,65,66,67,68,69,70,71,72,73,74,75,76,77,78,79] |
–Close friends | ||
–Close co-workers | ||
Answers (Likert scale): Primary, Secondary, Post-secondary non-tertiary, Graduate (Bachelor), and Postgraduate (Master, etc.). |
Dimensions | Items | References |
---|---|---|
Question: With regard to the media and the news, the online education finished helped to... | ||
Media empowerment | –Active participation in civil and political life | [80,81,82,83,84,85,86,87,88,89,90,91,92,93,94,95,96,97,98] |
–Acting socially against aspects of life that do not work properly. | ||
–Feeling more integrated into groups, communities, associations, etc. | ||
–Gaining more knowledge about my rights as a citizen. | ||
–Creating own messages and content related to news. | ||
–Using more media | ||
–Knowing more media | ||
–Using the media effectively | ||
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Dimensions | Items | References |
Question: The online training helped you to incorporate knowledge about... | ||
Knowledge acquisition | –Knowing when –Knowing how –Knowing where –Knowing if –Knowing how much/many –Knowing why | [99,100] [45] [101,102,103,104,105,106,107,108,109,110,111,112,113,114] |
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Dimensions | Items | References |
---|---|---|
Question: The online training helped you to transform knowledge through... | ||
Knowledge conversion | –Combination (synthesizing, generating and sharing documents, etc.) | [115,116,117,118,119,120,121,122,123] |
–Externalization (expressing ideas in texts, words, information, formulas, etc.) | ||
–Internalization (updating and adding new knowledge, experimenting and making them my own, etc.) | ||
–Socialization (learning from other people, sharing and exchanging ideas, etc.) | ||
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Dimensions | Items | References | |
---|---|---|---|
Question: The completed online education developed skills oriented to... | |||
Literacy | –Writing –Reading –Written expression | [100] [101] [111] [112] | |
Digitalness | –Computers –ICT abilities –Know digital | [124,125,126,127,128,129,130,131] [101] [45] [111,112] | |
Collaboration | –Teamwork –Cooperation –Learn from peers and fellow students –Leadership | [126] [100,101] [45] [111,112] [60] [132] | |
Resilience | –Self-confidence –Self-esteem –Self-efficacy | [45] [133,134,135,136,137,138,139,140] | [141] [142] [143] [144] [145] [146] [147] [148] [149] [132] [150] [151] |
–Adaptation to circumstances –Work-life balance –Flexibility | [100] [45] [151,152,153,154] | ||
Proactivity | –Identifying labor market demands –Understanding labor market dynamics –Analyzing job offers according to my profile –Handling a job interview –Writing a cover letter and an adapted cv –Persisting in my job search –A critical analysis of my profile –Closing sales | ||
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Dimensions | Items | References |
---|---|---|
Question: The completed online education had an impact on... | ||
Identity | –Coordinating teams and problem management | [126] [141,151] [155,156] |
–Assumption of key role in decision-making | ||
–Developing new projects, actions, strategies, etc. | ||
–Assumption of new tasks or projects with high visibility | ||
–Assumption of new roles or responsibilities | ||
Openness | –Job searching | [141,151] [157,158,159] |
–Getting a job | ||
–Changing job or sector | ||
–Wage increases | ||
Answers (Likert scale): None (1), Some (2), Quite a bit (3), A extreme amount (4), All (5) |
Dimensions | Items | References |
---|---|---|
Question: The future depends on... | ||
Motivation | –Technical skills will be important | [141,142,143,144,145,146,147,148] [132] [149,150] [160,161,162,163,164,165,166] |
–Personal skills will be important | ||
–Instrumental skills will be important | ||
–Work will need continuous training | ||
–Work will require more ICT for mobility | ||
–Work will be very knowledge intensive | ||
Organizational culture | –Companies will create conditions for continuous learning, relationships, etc. | [160] [167,168,169,170,171,172,173,174,175,176] |
–Workplaces will be much more open, flexible, informal, etc. | ||
–Formal and informal structures, and technologies will be equally important | ||
–People, culture and relationships will be important | ||
–Who I work with will be more important than what job I do | ||
–Social capital will be a key factor for professional development | ||
Employment security | –Part-time jobs will replace full-time jobs | [177,178,179,180,181,182] [160] |
–Temporary jobs will replace fixed jobs | ||
–Variable pay will replace fixed pay | ||
Answers (Likert scale): Strongly disagree (1), Disagree (2), Neither agree nor disagree (3), Agree (4), Strongly agree (5) |
Items | Exploratory Factor Analysis Rotated Component Matrix | Confirmatory Factor Analysis DWLS Estimator | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
F1 | F2 | F3 | F4 | Latent Variables | Variances | Covariances | ||||
F1 | F2 | F3 | F4 | |||||||
ICT Access with more digital devices Allowing all types of digital content Allowing various ICT Agile adaptation to technological changes | 0.849 0.821 0.782 0.755 | 1.000 1.001 *** 1.062 *** 1.037 *** | 0.811 *** | - | ||||||
LEARNING TASKS Helping learning through well-defined tasks Focusing student attention on specific tasks Establishing a time-saving order Giving access to more educational resources | 0.832 0.810 0.678 0.563 | 1.000 1.038 *** 0.952 *** 0.998 *** | 0.767 *** | 0.586 *** | - | |||||
STUDENTS Offering great diversity of help and support Being flexible and adaptable to their needs Recommendations regarding study habits Giving usability (ease of use for students) | 0.818 0.795 0.748 0.735 | 1.000 0.917 *** 0.916 *** 1.001 *** | 0.784 *** | 0.581 *** | 0.576 *** | - | ||||
ORGANIZATION Non-hierarchical communicative structure Solving problems without hierarchies Open culture (freedom, creativity, etc.) Adapting continuously to educational changes | 0.827 0.824 0.713 0.541 | 1.000 1.034 *** 0.915 *** 1.011 *** | 0.774 *** | 0.573 *** | 0.602 *** | 0.553 *** | - | |||
Statistics | KMO = 0.939 χ2 Bartlett = 4723.026 P-valor = 0.000. Comunalities > 0.667 Total Variance = 81.819% Cronbach‘s alpha: F1 = 0.950; F2 = 0.909; F3 = 0.913; F4 = 0.901; total = 0.960 | CFI = 0.999; TLI = 0.998 RMSEA = 0.049; SRMR = 0.039 NNFI = 0.998; RFI = 0.996; NFI = 0.997 IFI = 0.999; RNI = 0.999 χ2 = 155.808; p = 0.000 |
Items | Exploratory Factor Analysis Rotated Component Matrix | |||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
F1 | F2 | F3 | F4 | F5 | F6 | F7 | F8 | F9 | F10 | F11 | F12 | F13 | F14 | |
OPENNESS TO CHANGES AT WORK | ||||||||||||||
Getting a job | 0.838 | |||||||||||||
Job searching | 0.799 | |||||||||||||
Changing of job or sector | 0.792 | |||||||||||||
Wage increases | 0.644 | |||||||||||||
WORK AND CAREER RESILIENCE | ||||||||||||||
Work-life balance | 0.676 | |||||||||||||
Adaptation to circumstances | 0.665 | |||||||||||||
Self-efficacy | 0.585 | |||||||||||||
Self-confidence | 0.570 | |||||||||||||
Self-esteem | 0.551 | |||||||||||||
Flexibility | 0.543 | |||||||||||||
WORK AND CAREER PROACTIVITY | ||||||||||||||
Analysis of job offers | 0.796 | |||||||||||||
Understanding labor market | 0.768 | |||||||||||||
Identifying labor market demands | 0.765 | |||||||||||||
Handling a job interview | 0.751 | |||||||||||||
Writing a cover letter and a cv | 0.734 | |||||||||||||
Persistence in job search | 0.671 | |||||||||||||
Critical analysis of my profile | 0.642 | |||||||||||||
Closing sales | 0.578 | |||||||||||||
CAREER MOTIVATION | ||||||||||||||
Instrumental skills will be important | 0.766 | |||||||||||||
Technical skills will be important | 0.724 | |||||||||||||
Personal skills will be important | 0.697 | |||||||||||||
Work will be knowledge intensive | 0.669 | |||||||||||||
Work will need continuous training | 0.609 | |||||||||||||
Work will require ICT for mobility | 0.598 | |||||||||||||
WORK IDENTITY | ||||||||||||||
Assumption of new tasks or projects | 0.781 | |||||||||||||
Developing new projects, etc. | 0.762 | |||||||||||||
Coordinating teams and problems | 0.720 | |||||||||||||
Assumption of role in decision-making | 0.718 | |||||||||||||
Assumption of new responsibilities | 0.712 | |||||||||||||
EMPLOYMENT SECURITY | ||||||||||||||
Temporary jobs will replace fixed jobs | 0.890 | |||||||||||||
Part-time jobs will replace full-time jobs | 0.843 | |||||||||||||
Variable pay will replace fixed pay | 0.778 | |||||||||||||
ORGANIZATIONAL CULTURE | ||||||||||||||
People will be important | 0.824 | |||||||||||||
Important who I work with | 0.725 | |||||||||||||
Social capital will be a key factor | 0.704 | |||||||||||||
Workplaces will be open, etc. | 0.631 | |||||||||||||
Conditions for learning, etc. | 0.613 | |||||||||||||
Formal, informal, and technologies will be equally important | 0.568 | |||||||||||||
COLLABORATIVE SKILLS | ||||||||||||||
Teamwork | 0.808 | |||||||||||||
Cooperation | 0.783 | |||||||||||||
Learning with peers | 0.637 | |||||||||||||
Leadership | 0.606 | |||||||||||||
LITERACY SKILLS | ||||||||||||||
Writing | 0.859 | |||||||||||||
Reading | 0.793 | |||||||||||||
Written expression | 0.739 | |||||||||||||
DIGITALNESS | ||||||||||||||
Computers | 0.724 | |||||||||||||
ICT abilities | 0.709 | |||||||||||||
Know digital | 0.675 | |||||||||||||
MEDIA EMPOWERMENT | ||||||||||||||
Using more media | 0.802 | |||||||||||||
Knowing more media | 0.788 | |||||||||||||
Active participation in civil life | 0.755 | |||||||||||||
Using the media effectively | 0.755 | |||||||||||||
Acting socially | 0.753 | |||||||||||||
Feeling more integrated into groups | 0.722 | |||||||||||||
Gaining knowledge about my rights | 0.720 | |||||||||||||
Creating own messages and content | 0.680 | |||||||||||||
KNOWLEDGE CONVERSION | ||||||||||||||
Internalization | 0.739 | |||||||||||||
Combination | 0.723 | |||||||||||||
Externalization | 0.715 | |||||||||||||
Socialization | 0.603 | |||||||||||||
KNOWLEDGE ACQUISITION | ||||||||||||||
Knowing how | 0.707 | |||||||||||||
Knowing when | 0.684 | |||||||||||||
Knowing if | 0.674 | |||||||||||||
Knowing why | 0.669 | |||||||||||||
Knowing how much/many | 0.658 | |||||||||||||
Knowing where | 0.598 | |||||||||||||
EDUCATIONAL SOCIAL CAPITAL | ||||||||||||||
Friends’ highest education level | 0.769 | |||||||||||||
Family’s highest education level | 0.684 | |||||||||||||
Co-workers’ highest education level | 0.677 | |||||||||||||
Statistics | KMO = 0.927. χ2 Bartlett = 18,768.891 p-valor = 0.000. Comunalities > 0.536. Total Variance = 74.801% Cronbach’s alpha: F1 = 0.913; F2 = 0.908; F3 = 0.945; F4 = 0.842; F5 = 0.938; F6 = 0.819; F7 = 0.869; F8 = 0.852; F9 = 0.918; F10 = 0.879; F11 = 0.945; F12 = 0.909; F13 = 0.922; F14 = 0.691; total = 0.969 |
Items | Confirmatory Factor Analysis DWLS Estimator | |
---|---|---|
Latent Variables | Variances | |
OPENNESS TO CHANGES AT WORK Getting a job Job searching Changing of job or sector Wage increases | 1.000 1.008 *** 0.891 *** 0.983 *** | 0.845 *** |
WORK AND CAREER RESILIENCE Work-life balance Adaptation to circumstances Self-efficacy Self-confidence Self-esteem Flexibility | 1.000 1.160 *** 1.183 *** 1.249 *** 1.199 *** 1.184 *** | 0.600 *** |
WORK AND CAREER PROACTIVITY Analyzing of job offers Understanding labor market Identifying labor market demands Handling a job interview Writing a cover letter and a cv Persistence in job search Critical analysis of my profile Closing sales | 1.000 1.027 *** 1.060 *** 1.082 *** 1.045 *** 0.929 *** 0.957 *** 0.729 *** | 0.803 *** |
CAREER MOTIVATION Instrumental skills will be important Technical skills will be important Personal skills will be important Work will be knowledge intensive Work will need continuous training Work will require ICT for mobility | 1.000 1.074 *** 1.240 *** 0.996 *** 0.854 *** 1.135 *** | 0.489 *** |
WORK IDENTITY Assumption of new tasks or projects Developing new projects, etc. Coordinating teams and problems Assumption of role in decision-making Assumption of new responsibilities | 1.000 0.968 *** 0.939 *** 1.015 *** 0.964 *** | 0.901 *** |
EMPLOYMENT SECURITY Temporary job will replace fixed jobs Part-time job will replace full-time jobs Variable pay will replace fixed pay | 1.000 1.053 *** 1.034 *** | 0.575 *** |
ORGANIZATIONAL CULTURE People will be important Important who I work with Social capital will be a key factor Workplaces will be open, etc. Conditions for learning, etc. Formal, informal, and technologies will be equally important | 1.000 0.646 *** 0.886 *** 0.796 *** 0.954 *** 0.868 *** | 0.745 *** |
COLLABORATIVE SKILLS Teamwork Cooperation Learning with peers Leadership | 1.000 0.992 *** 0.988 *** 0.983 *** | 0.725 *** |
LITERACY SKILLS Writing Reading Written expression | 1.000 1.038 *** 0.981 *** | 0.875 *** |
DIGITALNESS Computers ICT abilities Know digital | 1.000 1.106 *** 1.181 *** | 0.677 *** |
MEDIA EMPOWERMENT Using more media Knowing more media Active participation in civil life Using the media effectively Acting socially Feeling more integrated into groups Gaining knowledge about my rights Creating own messages and content | 1.000 0.950 *** 0.942 *** 0.955 *** 0.952 *** 0.911 *** 0.936 *** 0.815 *** | 0.934 *** |
KNOWLEDGE CONVERSION Internalization Combination Externalization Socialization | 1.000 1.086 *** 1.136 *** 1.084 *** | 0.604 *** |
KNOWLEDGE ACQUISITION Knowing how Knowing when Knowing if Knowing why Knowing how much/many Knowing where | 1.000 1.037 *** 0.957 *** 0.915 *** 0.906 *** 1.022 *** | 0.772 *** |
EDUCATIONAL SOCIAL CAPITAL Friends’ highest education level Family’s highest education level Co-workers’ highest education level | 1.000 0.663 * 0.705 * | 0.720 * |
Statistics | CFI = 0.993; TLI = 0.992 RMSEA = 0.063; SRMR = 0.067 NNFI = 0.992; RFI = 0.984; NFI = 0.985 IFI = 0.993; RNI = 0.993 χ2 = 4,353.675; p = 0.000 |
Indicators |
---|
SOCIO-DEMOGRAPHIC CHARACTERISTICS
|
EDUCATIONAL CAPITAL
|
WORK EXPERIENCE CAPITAL Past:
|
SOCIAL CAPITAL
|
© 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
Martínez-Cerdá, J.-F.; Torrent-Sellens, J.; González-González, I.; Ficapal-Cusí, P. Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM). Sustainability 2018, 10, 1014. https://doi.org/10.3390/su10041014
Martínez-Cerdá J-F, Torrent-Sellens J, González-González I, Ficapal-Cusí P. Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM). Sustainability. 2018; 10(4):1014. https://doi.org/10.3390/su10041014
Chicago/Turabian StyleMartínez-Cerdá, Juan-Francisco, Joan Torrent-Sellens, Inés González-González, and Pilar Ficapal-Cusí. 2018. "Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)" Sustainability 10, no. 4: 1014. https://doi.org/10.3390/su10041014