1,720,958 research outputs found
Game-based analytics for measuring employability
No full textHow can game-based analytics inform program design and enhance international student employability? Dolly Predovic previews her research ahead of next month’s Global Internship Conference in Auckland.
How does an international internship increase student employability? And do learning outcomes differ when compared to a domestic internship? The first step towards answering these questions is to measure employability. But operationalising it from a theoretical concept to a measurable index is no small undertaking. I have analysed students’ behaviors via digital game-based analytics and measured how international and domestic internships affect employability
Education, aspiration, action: solving the job skills mismatch
No full textYoung people around the world are more educated than ever before, but that’s a potential problem. If markets are flooded with qualified or overqualified job applicants, and if most young people apply for only a narrow subset of jobs, then recent graduates will not find employment, or they will be underemployed – ie, relegated involuntarily to part-time work. In fact, before the COVID-19 pandemic caused skyrocketing unemployment in the United States this year, involuntary part-time workers made up about 1.0% of all those employed in the US, while the OECD average is about three times higher at 3.1%. In the EU, the underemployment rate – again, pre-pandemic – was even higher, at about 4.6%; however, there are significant differences by country. For example, pre COVID-19 underemployment stood at just 1.7% in Croatia and 4.6% in Montenegro, but 8.3% in Spain and 11.9% in Italy
Developing unexpected skills with international internships
No full textAsk educators what skills students gain from an international experience and most will cite social and interpersonal skills. What if they were wrong? What if international experiences enhance cognitive skills more than social skills? Our research found exactly that.
International experience matters for employers but only if graduates can transform skills into behaviours that are observable and translatable into value-adding workplace performance. Unexpectedly, our research finds that an international experience translates into behaviours involving the highest order cognitive skills (eg quick thinking, learning agility and creative insight)
Understanding how international experiences engage employability
No full textGraduate employability is a key issue for higher education institutions. Industry
recruiting strategies have evolved in recent years and the focus has shifted from
graduates who have sound academic knowledge to graduates who can also demonstrate
how they apply knowledge and other transferable skills in the workplace.
International experiences matter for employers but only if graduates can
transform skills acquired into behaviours that are observable and translatable
into value-adding workplace performance. We used game-based analytics to
gain insight into hidden behaviours associated with skills that are valued most
by employers. In doing so, this gave us an opportunity to think more creatively
about employability development through international experiences.
In order to understand whether international experiences enhance graduate
employability, it is necessary to reduce conceptual ambiguity and define employability.
In fact, the operationalisation of employability from a theoretical concept
to a measurable index is not a small undertaking. This chapter represents
a tentative answer: game-based analytics. Most literature concentrates on the
perception of different stakeholders on the development of employability skills,
and our study tries to capture how well students can transform these skills into
behaviours. We adopt a theoretical concept of employability under the processual
perspective of ability to apply knowledge and skill, and we measured it by
analysing behaviours with game-based analytics
INTERNATIONAL INTERSHIP: A DIGITAL-GAME ASSESSMENT APPROACH TO MEASURING THE TRANSFORMATION OF EMPLOYABILITY SKILLS INTO BEHAVIORS
No full textVi è un ampio e diffuso consenso che suggerisce che il tirocinio (internship), come forma di apprendimento esperienziale, può essere uno strumento efficace per lo sviluppo delle competenze tecniche e trasferibili degli studenti e quindi come strumento di rafforzamento dell'occupabilità (employabiltiy) dei laureati. Numerosi studi hanno anche scoperto che le esperienze internazionali possono sviluppare le competenze più apprezzate dai datori di lavoro.
Questa ricerca affronta una lacuna all'intersezione di questi due campi di studio. La maggior parte degli studi analizza le esperienze internazionali con un focus distintivo sull'aspetto internazionale e non sui diversi tipi di esperienze, ad es. studiare all’estero rispetto a fare un tirocinio (internship) all’estero. La domanda a cui questo studio si propone di rispondere è se il tirocinio (internship) e il contesto internazionale abbinati estendono l'esperienza di apprendimento oltre a quella sviluppata attraverso un tirocinio domestico da solo.
Quando la progettazione di questo studio è stata inizialmente pianificata, è stato fatto un grande sforzo per identificare uno strumento per misurare l'occupabilità (employability) nel modo più obiettivo possibile. Le misurazioni basate sull’utilizzo di giochi digitali (digital game-based assessments) sono state identificate come lo strumento più appropriato per farlo in modo obiettivo. In questo studio i comportamenti che definiscono l’occupabilita’ (employability) degli studenti risultato in oltre 30 indicatori quantitativi. Questi indicatori convergono con le competenze trasferibili che sono state identificate come quelle richieste dal mercato del lavoro e ampiamente analizzate nella letteratura sull'occupabilità (employability).
I dati per questo studio sono stati raccolti nel triennio 2017-19 e sono stati coinvolti un totale di 1315 studenti italiani. L'analisi fattoriale esplorativa ha esaminato la struttura alla base degli indicatori di occupabilità (employability) generati dalle valutazioni basate sul gioco digitale (digital game-based assessments).
I risultati rivelano diversi temi significativi che contribuiscono ulteriormente alla conoscenza e comprensione di ciò che influenza l'occupabilità (employability) dei laureati.
Il primo risultato che emerge dalle analisi di questo studio risponde alla domanda di ricerca. Quando un tirocinio (internship) si svolge all’estero, c'è un apprendimento esperienziale aggiuntivo dato dal contesto internazionale, che contribuisce ulteriormente all'apprendimento esperienziale e trasformativo già sviluppato attraverso un tirocinio (internship) domestico.
Inoltre, risulta anche che questo elemento aggiuntivo sia associato a comportamenti di occupabilità (employability) legati a fattori cognitivi e non sociali. Ciò contrasta con gli studi precedenti sull'impatto delle esperienze internazionali, che generalmente associano questo tipo di esperienze allo sviluppo di competenze di tipo sociale e interpersonale.
Questo studio rileva infine che quando sembra esserci una superiorità degli studenti maschi nei comportamenti di occupabilità (employability) legati dalle capacità cognitive, questa superiorità scompare quando associata a stage internazionali.There is a large and widespread consensus suggesting that internships, as one form of experiential learning, can be an effective instrument for the development of students’ technical and transferable skills and therefore as enhancing graduate employability. Separately, studies have found that international experiences can develop the skills most valued by employers. This research addresses a gap at the intersection of these two fields of study.
Most studies analyze international experiences with a distinctive focus on the international and not on the different types of experiences, e.g. study abroad versus internships.
The question this study aims to answer is whether an internship and an international context combine to extend the learning experience beyond that developed through a domestic internship alone.
When the design of this study was initially planned, much effort was put into identifying a tool to measure employability in the most objective way possible. Digital game-based assessments were identified as the most appropriate tool to do this objectively. Insights into behaviors in this study result in over 30 quantitative descriptors of employability, which converge with the lists of transferable skills that have been identified as those demanded by the labor market and extensively analyzed in the employability literature.
The data for this study was collected over three years 2017-19, and a total of 1315 Italian students were involved. Exploratory factor analysis examined the structure underlying the employability descriptors generated by the digital game-based assessments.
The findings reveal several significant themes that further contribute to our current knowledge and understanding of what influences graduates’ employability.
The first finding answers the research question. When an internship takes place in a country different from that of the student’s home, there is additional experiential learning from
the international context, which contributes further to the experiential and transformative learning already developed through the internship.
It also appears that this additional element is associated with employability behaviors predicted by Cognitive and not Social factors. This contrasts with earlier studies on the impact of international experiences, which generally find that social and interpersonal skills are developed.
This study also finds that when there appears to be a gender bias toward male students in employability behaviors predicted by cognitive abilities, this bias disappears when associated with international internships
International internships and employability: a game-based assessment approach
No full textThis study measures employability following domestic and international internships using a game based analytics tool to predict behaviors associated with employability skills. Exploratory Factor Analysis examined the underlying relationship between 33 behavioral descriptors, which measure skills such as diligence, leadership, learning agility, social intelligence, and logical reasoning. A two-factor structure emerged: a Social factor that centered on how people relate to each other and engage with the world, and a Cognitive factor indicating how new information is learned and the motivation to learn. Participation in an international internship predicted the Cognitive but not the Social factor. To our knowledge, this is the first study using a game-based tool to measure employability through international internships, and the first to demonstrate cognitive and not simply social/interpersonal skills associated with international internship participation. These cognitive skills are aligned with the highest cognitive domain in Bloom’s [(1956). Taxonomy of educational objectives: The classification of educational goals: Cognitive Domain. Handbook 1: Cognitive Domain. New York: Longmans, Green.] taxonomy of educational learning objectives, and are exactly what some employers value the most [Accenture. (2017). New Skills Now: Inclusion in the digital economy. Retrieved from https://www.accenture.com/t20171009T054838Z__w__/us-en/_acnmedia/PDF-62/Accenture-New-Skills-Now-Report.pdf]
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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