Abstract-This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour.
The fourth industrial revolution changes the order of business model from conventional to digital business. The general purpose of this study is to formulate a new framework for the employability skills needed by students for jobs in the digital business era. This research was conducted by analysing the contents of scholarly articles and policy documents relevant to the employability skills issue. Digital business world of work required a combination of digital and employability skills. A new framework of employability skills was proposed, included digital generic skills and personal attributes. Digital communication skills, digital teamwork skills, digital problem solving skills, creativity and innovation skills, self-management skills, and digital learning skills are part of digital generic skills. Personal attributes included honesty and integrity, work carefully and accurately, self-confidence and ability to work independently, have a pleasant personality, broad-minded and adaptability, and strong work ethics.
AbstrakPemanfaatan e-learning di Politeknik Negeri Bali masih relatif baru. Sebagai inovasi baru, adopsi e-learning rentan terhadap penolakan. Dibutuhkan adanya informasi dalam mengurangi ketidakpastian dari adopsi e-learning tersebut. Tujuan penelitian adalah: (1) mendeskripsikan faktor-faktor adopsi inovasi e-learning; dan (2) menguji model pengukuran adopsi inovasi e-learning. Penelitian dilaksanakan menggunakan pendekatan kuantitatif dengan metode survei. Jumlah sampel sebanyak 130, dipilih dari staf pengajar yang pernah mengikuti pelatihan e-learning di setiap program studi di Politeknik Negeri Bali. Tingkat partisipasi responden (respons rate) mencapai 86,9%. Data dianalisis secara deskriptif kuantitatif dan analisis faktor konfirmatori. Adopsi inovasi e-learning dijelaskan oleh lima karakteristik yaitu keunggulan relatif, kompatibilitas, kompleksitas, trialability, dan observability. Faktor keunggulan relatif mempunyai rerata tertinggi (3,92), yang kemudian berturut-turut diikuti oleh trialability, observability, kompatibilitas, serta faktor kompleksitas mempunyai rerata terendah (2,99). Berdasarkan nilai muatan faktor serta reliabilitas konstruk ditemukan bahwa variabel-variabel yang diamati mampu menjelaskan faktor-faktor yang menjadi karakteristik adopsi e-learning. Dengan demikian kelima karakteristik e-learning dinyatakan valid sebagai model pengukuran adopsi inovasi elearning dengan nilai p=0,00224 dan RMSEA=0,060. Kata-kata kunci: model pengukuran, adopsi, inovasi, e-learning AbstractThe e-learning usage in Bali State Polytechnic is relatively new. As a new innovation, adoption of e-learning is vulnerable to rejection. It takes information to reduce uncertainty the adoption of e-learning. The research objectives are: (1) describe the adoption factors of e-learning innovation; and (2) confirmatory tests of the adoption e-learning innovation construct. The research was conducted using a quantitative approach with a survey method. Sample size are 130, representing of faculty members in each study program Bali State Polytechnic. The response rate in this study was 86.9%. Data were analyzed by descriptive quantitative and confirmatory factor analysis. Adoption of e-learning innovations described by five characteristics: relative advantage, compatibility, complexity, trialability, and observability. Relative advantage has the highest average (3.92), followed by trialability, observability, compatibility, and complexity has the lowest average (2.99). Based on loading factor and constructs reliability, the observed variables are able to explain the factors that characterize adoption of e-learning. Thus, five characteristics e-learning is valid as a measurement model adoption of e-learning innovation with p-value=0.00224 and RMSEA=0.060.
In this paper, the Technology Acceptance Model (TAM) is extent with two external stimulus namely e-learning characteristics and basic ICT (Information and Communication Technology) competencies. The purpose of this study are (1) finding relationship between e-learning characteristics and lecturers' basic ICT competencies with the perceived ease of use and perceived usefulness of e-learning; and (2) determining the effect of e-learning characteristics and lecturer basic ICT competencies to the actual usage of e-learning. Research subjects are Bali State Polytechnic lecturers who have attended the elearning training. In this study, to collect the data sample, a non-random sampling technique is adopted. The data is collected by self-administered questionnaires and is analyzed using structural equation modeling. Basic ICT competencies of the Bali State Polytechnic lecturers are good, but the level of actual usage of e-learning is very low. Basic ICT competence shows no significant effect on the perceived ease of use and perceived usefulness of e-learning. The actual usage of e-learning also has low implications. E-learning characteristics show a significant effect on perceived ease of use and perceived usefulness of e-learning, which implies the change attitude and behavior in the use of elearning. Characteristics of e-learning become a determinant factor in the adoption and use of elearning. The findings will help lecturer a better understanding to the mechanism of e-learning adoption. The study recommends for polytechnic institutions to make a systematic effort to provide lecturers with training on how to use e-learning system effectively. A further research to identify other factors that may influence lecturers' attitudes toward the adoption of e-learning system is demanded following this research. Keywords: technology acceptance models, usefulness, ease of use, e-learning characteristics, ICT competency. AbstrakArtikel ini membahas model penerimaan teknologi yang dikembangkan dengan menambahkan dua variabel yaitu karakteristik e-learning dan keterampilan dasar TIK. Tujuan penelitian ini adalah (1) menemukan hubungan antara karakteristik e-learning dan kompetensi dasar TIK dengan persepsi kemudahan dan kebermanfaatan e-learning; (2) mengetahui pengaruh karakteristik e-learning dan kompetensi dasar TIK terhadap penggunaan sesungguhnya dari e-learning. Sampel penelitian dipilih secara non-random dari staf pengajar Politeknik Negeri Bali yang pernah mengikuti pelatihan elearning. Data dikumpulkan secara self-administered questionnaires dan dianalisis menggunakan model persamaan struktural. Kompetensi dasar TIK staf pengajar Politeknik Negeri Bali termasuk kategori baik, tetapi tingkat penggunaan e-learning sesungguhnya masih sangat rendah. Kompetensi dasar TIK berpengaruh tidak nyata terhadap persepsi kegunaan dan kemudahan menggunakan elearning. Kondisi ini berimplikasi pada rendahnya penggunaan e-learning. Karakteristik e-learning berpengaruh nyata terhadap persepsi kegunaan dan kemudahaan menggunakan e-le...
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