A scoping review of Future Skills frameworks

Kotsiou, Athanasia; Fajardo-Tovar, Dina Daniela; Cowhitt, Thomas; Major, Louis; Wegerif, Rupert

doi:10.1080/03323315.2021.2022522

Cited by 39 publications

(24 citation statements)

References 16 publications

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“…In addition, it can be noted that several cross-skills or general skills are also called future skills or 21st century skills in scholarly literature. As a term, "skills" can be misleading, because the term "future skills" is more used in the context of competency (Kotsiou et al, 2022). We will use the term "competency" as the outcome of internship, which captures development of various skills in the context of internship.…”

Section: Internship Outcomesmentioning

confidence: 99%

“…In addition, it can be noted that several cross-skills or general skills are also called future skills or 21st century skills in scholarly literature. As a term, “skills” can be misleading, because the term “future skills” is more used in the context of competency (Kotsiou et al. , 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, while knowledge and skills are considered something that can be taught in the classroom, we are interested in how these are applied in real-life situations of internship and advance the competency of the students. As demonstrated by Kotsiou et al (2022) and Chan and Chen (2022), the term "skill" is often used as an umbrella term, comprising also attitudes, competency and knowledge. However, we have decided to use "competency" as the umbrella term for the outcome of internship, to acknowledge the importance of applying the skills in real-life situations.…”

Section: Introductionmentioning

confidence: 99%

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The linkages between antecedents, processes and outcomes of internship

Poltimäe,

Rõigas,

Lorenz

2023

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PurposeThe purpose of this paper is to identify how different factors of antecedents and processes affect the outcomes of an internship, measured in terms of competency development.Design/methodology/approachThe authors used an internship questionnaire designed for the University of Tartu in Estonia. Responses were obtained from 178 students across different disciplines – humanities and the arts, social sciences, natural sciences and medicine – who had recently taken an internship. Based on current academic literature, the authors create a three-level model: antecedents-processes-outcomes. The antecedents and processes were both differentiated into three factors and tested with a structural equation model.FindingsThe model demonstrates that there are different antecedents that have an effect on internship outcomes, but these only work through internship processes. For example, the objective of the internship and clarity of instructions will only have a positive effect if there is relevant support from the supervisor at the employing company and if the student can use the knowledge and skills gained at university.Research limitations/implicationsThe study is based on survey data filled in by students, i.e. based on self-perception. Based on the results of the study, the authors claim that an active role and initiative-taking by students in finding suitable internships should be further encouraged.Originality/valueWhilst previous studies have used a two-level model of internship (or a three-level model for students satisfaction as an outcome) the authors create and test a three-level model measuring competency development as the outcome of an internship.

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Section: Internship Outcomesmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The linkages between antecedents, processes and outcomes of internship

Poltimäe,

Rõigas,

Lorenz

2023

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“…Although there are studies suggesting that individuals with higher income and higher education status (e.g. a university degree) are less likely to accept and spread misinformation (Pan, Liu and Fang, 2021 [84]; Khan and Idris, 2019 [85]), the profile of a vulnerable individual is much more individualised. For example, political affiliation also plays a role.…”

Section: Box 17 Vulnerability To Disinformation In Adult Populationsmentioning

confidence: 99%

Policy responses to false and misleading digital content

2022

OECD Education Working Papers

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Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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“…A large number of attempts have been made to articulate the key skills and traits required in the modern workplace (e.g. Hinchliffe, William & Adrienne, 2011;Tynjälä et al 2006;Washer 2007;Kotsiou et al 2022). One influential framework, for example, is the World Economic Forum (2016), 21st century skills model which identifies foundational literacies, competencies (critical thinking/ problem solving, creativity, communication and collaboration) and character qualities (curiosity, initiative, persistence, adaptability, leadership, social and cultural awareness).…”

Section: Skills Knowledge and Attitudes For Employabilitymentioning

confidence: 99%

Chinese students’ study in the UK and employability: The views of Chinese employers, students and alumni, and UK teachers

Zhao¹,

Cox²

2021

Preprint

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While not the only motive for Chinese students to come to study in the UK, employability must be one key factor. Yet there is relatively little research on perceptions among students, employers and teachers of how studying in the UK impacts employment prospects. This paper seeks to compare the views of these stakeholders on what are the essential skills needed for employability and whether these match those gained through study abroad. The data used was from an online questionnaire. The data showed that while there seemed to be some agreement about what skills were valued for employability and about what was learned in studying in the UK yet there was quite a strong mismatch between the two. Free text responses to the survey confirmed from previous research that reverse culture shock and work experience issues were important barriers to employability. They also revealed some types of challenge not identified or given emphasis before such as a reverse language shock and a misalignment between the timing of recruitment rounds and study in the UK. The data also confirmed the relative weakness of career advice for international students.

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A scoping review of Future Skills frameworks

Cited by 39 publications

References 16 publications

The linkages between antecedents, processes and outcomes of internship

The linkages between antecedents, processes and outcomes of internship

Policy responses to false and misleading digital content

Chinese students’ study in the UK and employability: The views of Chinese employers, students and alumni, and UK teachers

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