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16 pages, 1673 KiB

Open AccessArticle

Soft Skills and Employability of Online Graduate Students

by Alejandra Bedoya-Guerrero, Andrea Basantes-Andrade, Francisco Orlando Rosales, Miguel Naranjo-Toro and Rocio León-Carlosama

Educ. Sci. 2024, 14(8), 864; https://doi.org/10.3390/educsci14080864 - 9 Aug 2024

Viewed by 2697

Abstract

In the current context, with the growing influence of Artificial Intelligence, soft skills emerge as a crucial and distinctive factor for professionals. This research focuses on assessing the relationship between soft skills and their importance in the employability of online graduate students. A [...] Read more.

In the current context, with the growing influence of Artificial Intelligence, soft skills emerge as a crucial and distinctive factor for professionals. This research focuses on assessing the relationship between soft skills and their importance in the employability of online graduate students. A mixed methodological, non-experimental and explanatory level approach was used; a sample of 192 online graduate students from a university in northern Ecuador was analyzed. Data collection was carried out through an online survey, validated with a Cronbach’s Alpha coefficient of 93.2%. The survey addressed socioeconomic data and the evaluation of soft skills through a 30-question questionnaire with a five-point Likert scale. According to the students’ perception, the soft skills most in demand for employability are leadership and teamwork. After the reduction of dimensions using multiple correspondence analysis (MCA), respondents were classified into three clusters. Individuals in clusters one and three developed soft skills such as self-regulation, effective communication, leadership and innovation. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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16 pages, 391 KiB

Open AccessArticle

How Doctoral Students Understand Academic Identity in China: A Qualitative Study Based on the Grounded Theory

by Huirui Zhang, Lingyu Liu, Xiaoxiao Li and Yongzhen Sun

Educ. Sci. 2024, 14(6), 575; https://doi.org/10.3390/educsci14060575 - 27 May 2024

Cited by 2 | Viewed by 1397

Abstract

The process of doctoral students transitioning from being knowledge learners to being knowledge researchers is beneficial for personal growth and career development. This study explores how doctoral students at Chinese research universities understand academic identity from a psychological perspective based on grounded theory. [...] Read more.

The process of doctoral students transitioning from being knowledge learners to being knowledge researchers is beneficial for personal growth and career development. This study explores how doctoral students at Chinese research universities understand academic identity from a psychological perspective based on grounded theory. Understanding academic identity for doctoral students involves three psychological activities: situation recognition, psychological interaction, and reflective positioning. The sense of academic meaning and the sense of academic efficacy shape doctoral students’ understanding of academic identity, resulting in four patterns: Adeptness, Academic Pursuit, Alienation and Powerlessness, and Struggling for Meaning. Academic meaning serves as the internal driving force for developing academic identity, while academic efficacy acts as a psychological condition for maintaining academic identity. Therefore, it is crucial to enhance doctoral students’ recognition of academic meaning and academic efficacy. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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19 pages, 467 KiB

Open AccessArticle

Quality Evaluation Model of Vocational Education in China: A Qualitative Study Based on Grounded Theory

by Yuzheng Lu and Tian Wang

Educ. Sci. 2023, 13(8), 819; https://doi.org/10.3390/educsci13080819 - 10 Aug 2023

Cited by 3 | Viewed by 3893

Abstract

Enhancing quality is the focus of vocational education reform, and building a quality evaluation system that is adapted to the needs of modern vocational education is an important task of vocational education reform. However, international research on quality evaluation models of vocational education [...] Read more.

Enhancing quality is the focus of vocational education reform, and building a quality evaluation system that is adapted to the needs of modern vocational education is an important task of vocational education reform. However, international research on quality evaluation models of vocational education has still not been explored in depth. In order to reveal the influencing factors and the relationships between them in the quality evaluation system of vocational education in China, this study establishes a theoretical model of quality evaluation of vocational education in China and tests the model. Based on in-depth interviews, this study reached the following conclusions: (1) Educational orientation is the starting and ending point of vocational education quality evaluation. The quality evaluation of vocational education in China is directly reflected through professional settings and talent training objectives; (2) the quality evaluation of vocational education in China focuses on factors external to the education system, which is an important means through which the quality of vocational education can be recognized by the public, enterprises, and industries; (3) there are internal factors influencing the quality evaluation of vocational education, namely institutional resources and evaluation system construction. In addition, strategies for vocational institutions are proposed based on the study results, suggesting that other countries should strictly regulate the settings of majors based on the real needs of industries; promote the development of technical knowledge, teaching materials, and teacher training; and explore the function of international exchange and cooperation, industry–education integration, and school–enterprise cooperation in educating people. This study provides a theoretical model for the quality evaluation of vocational education; in terms of practical value, the constructed model extends the scope of basic theory. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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21 pages, 392 KiB

Open AccessArticle

Developing Critical Thinking in Technical and Vocational Education and Training

by Felipe López, Mayra Contreras, Miguel Nussbaum, Ricardo Paredes, Damian Gelerstein, Danilo Alvares and Pablo Chiuminatto

Educ. Sci. 2023, 13(6), 590; https://doi.org/10.3390/educsci13060590 - 9 Jun 2023

Cited by 9 | Viewed by 8125

Abstract

Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. [...] Read more.

Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long “Basic Communication Skills” class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher’s job in the classroom and improve the development of critical thinking in a specific technical and vocational education context. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

15 pages, 286 KiB

Open AccessArticle

Does Vocational Education Matter in Rural China? A Comparison of the Effects of Upper-Secondary Vocational and Academic Education: Evidence from CLDS Survey

by Geng Wang, Xin Zhang and Rui Xu

Educ. Sci. 2023, 13(3), 258; https://doi.org/10.3390/educsci13030258 - 28 Feb 2023

Cited by 3 | Viewed by 3889

Abstract

The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed [...] Read more.

The Chinese government has emphasised the role of vocational education and training (VET) in promoting the rural economy. Since 2018, the government has invested heavily in setting up secondary vocational schools, training centres, specialised programmes, and courses in rural areas. This paper aimed to explore whether VET at the upper-secondary level leads to better labour market outcomes than academic education in Chinese rural areas. We also aimed to quantitively investigate the social prestige of vocational and academic education among rural residents by comparing the subjective social status level of those who graduated from upper-secondary vocational schools and general academic schools. We drew data from the China Labour-force Dynamic Survey (CLDS). A binary logit model and multinomial logit model were used in this research. The results showed that rural upper-secondary vocational graduates had an advantage over general graduates in terms of their income and employment stability. However, VET led to lower subjective social status when compared with general education. This study demonstrated that although promoting VET in rural areas could potentially benefit rural residents financially, cultural change is needed to ensure the elevation of the standing of vocational education and promote the worthiness, effectiveness, and capabilities that vocational graduates possess. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

16 pages, 1920 KiB

Open AccessArticle

Research on the Contribution Mechanism of Vocational Human Capital Characteristics to Income

by Xiaowei Hao, Xi Yang, Kunzhao Kou, Yu Zhang and Congbin Guo

Educ. Sci. 2023, 13(3), 246; https://doi.org/10.3390/educsci13030246 - 25 Feb 2023

Cited by 3 | Viewed by 2166

Abstract

Vocational education is an important way to accumulate human capital. Human capital is the core element of economic growth and has huge positive externalities. Building a scientific and effective human capital development system is an important driving force to improve workers’ living standards [...] Read more.

Vocational education is an important way to accumulate human capital. Human capital is the core element of economic growth and has huge positive externalities. Building a scientific and effective human capital development system is an important driving force to improve workers’ living standards and promote innovative development. Based on statistical techniques such as Lasso dimensionality reduction, stepwise regression, and partial least squares, as well as on the 2012–2016 China Labor Force Dynamics Survey (CLDS), this paper studies the impact of human capital on workers’ wage income and capital income, and establishes an income-determining equation that can be used for interpretation and forecasting. The empirical results show that education, professional skills, health, and communication ability are important components of human capital and are significantly positively correlated with income. China should build a good and effective human capital development system to increase workers’ income and narrow the income gap among residents. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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17 pages, 9112 KiB

Open AccessArticle

A Contagious… Smile! Training Emotional Skills of Adults with Intellectual Disability in the Time of COVID-19

by Maria Elide Vanutelli, Antonella Grieco, Eleonora Comelli and Claudio Lucchiari

Educ. Sci. 2023, 13(2), 149; https://doi.org/10.3390/educsci13020149 - 31 Jan 2023

Viewed by 2583

Abstract

The COVID-19 emergency has had important implications not only for physical but also for psychological well-being. This is particularly true for fragile populations such as people with intellectual disability (ID), who are particularly at risk of suffering during uncertain times. The goal of [...] Read more.

The COVID-19 emergency has had important implications not only for physical but also for psychological well-being. This is particularly true for fragile populations such as people with intellectual disability (ID), who are particularly at risk of suffering during uncertain times. The goal of this action research was to design, implement, and test the efficacy of emotional competencies training to support people with ID in coping with stressful events. For this purpose, eight adults with ID followed a 5-week training of increasing complexity, aimed at exercising different skills through group activities. We designed a study to test its feasibility and efficacy, using both quantitative and qualitative methods. The analyses revealed that, after the training, participants used a more complex emotional language and were able to frame their perception of COVID-related threat with greater confidence and awareness. These findings, although circumscribed, respond positively to the urgent need to develop emotional support programs targeted at people with ID. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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17 pages, 450 KiB

Open AccessArticle

Educational Inequity and Skill Formation Differences Experienced by Floating Rural Students in the Process of Urbanization: A Case Study from a School Perspective

by Xiaojie Cao, Siduo Ji and Xinqiao Liu

Educ. Sci. 2023, 13(2), 131; https://doi.org/10.3390/educsci13020131 - 27 Jan 2023

Cited by 7 | Viewed by 7999

Abstract

In the process of urbanization in China, the migrant worker population entering cities is an important force in building cities. The children of these migrant workers who do not have the qualifications to participate in college entrance examinations in the city generally become [...] Read more.

In the process of urbanization in China, the migrant worker population entering cities is an important force in building cities. The children of these migrant workers who do not have the qualifications to participate in college entrance examinations in the city generally become floating rural students. The education problem of the children of the migrant worker population entering the city is still insufficiently considered, and the education inequality and skill formation defects faced by floating rural students are worth paying attention to. This study selected P Middle School in Daxing District of Beijing as a case and took “input–process–output” as the thread to investigate and analyze the school’s source of students and enrollment situation, survival strategy and student graduation destination. It tried to present the original ecology of the school’s survival situation from the micro level and further interpret the education inequality and skill formation of floating rural students from the perspective of the school’s survival. Through the case study, we have found that the academic achievement of students in privately run schools for migrant workers’ children is not high. The level of teachers in these schools is low, and teacher turnover is high, resulting in a significant gap in the quality of education compared to public schools. The main source of funding for these schools is donations from members of the community, and government funding is inadequate. Floating rural students in privately run schools for migrant workers’ children have poor graduation destinations, with a low percentage of students going on to key high schools, and some students are forced to become returning children, facing institutional barriers to upward mobility through education. These aspects have led to education inequality and possible defects in the skill formation of floating rural students. We hope to clarify and grasp the actual situation of privately run schools for migrant workers’ children and put forward corresponding policy recommendations to help bridge the educational inequity in China. Full article

(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)

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