An Interdisciplinary Research on Students’ Employability in Technology Education to Advance Higher Education Enrollment Sustainability

Abstract

Nowadays, with respect to the rapid development of technology education, the rigorous issue of students’ employability, and the swift awareness of University Social Responsibility (USR), a majority of higher education institutions have necessarily dedicated themselves to discovering the most effective sustainable strategies in order to survive in the current hyper-competitive and low birthrate era. Therefore, this research creatively employed the Social Cognitive Theory (SCT) to interdisciplinarily and mutually assay the correlationships among technology education, students’ employability, and institutions’ developmental sustainability. Further, it also cross-applied and consolidated the Factor Analysis (FA) approach and the Entropy Analysis (EA) model to comprehensively probe in-depth into the results from a large-scale questionnaire completed by various experts in order to delve into the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability. As a result, the most valuable finding of this research is to directly point out “poverty, unemployment, and educational equitability” as the three most materially considered factors by students during their higher education institution selection process. As a result, higher education institutions have necessarily developed the Concurrent Usages Convenience Technological Feature (CUCTF, Information Immediacy Usability Openness Technological Feature (IIUOTF), Course-Professionalization Technology Assessment (CPTA), and Course-evaluation Technology Analysis System (CTAS) of technology education to strengthen the covered Self-control Capability (SCC), Communication Expression Ability (CEA), Active Attitude and Ambition (AAA), and Problem-solving Ability (PSA) of students’ employability to interdisciplinarily explore the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability.

Use of Sensor Technologies in Online Courses in Post-COVID-19 Era

“…In response to the increasing complexity of research topics, (29) the ANP approach was created to appraise each factor through evaluated hierarchies of the patterns, criteria (factors), subcriteria, and selected candidates by a pairwise matrix to deal with experts' questionnaire results through the Delphi method and a brainstorm approach in a comprehensive, limitedresource, and difficult-decision environment. To perform an in-depth and extensive analysis of the interaction relations between each factor, (30)(31)(32)(33) the ANP model was created to discuss the consistency of each factor through the measurement of the consistency index (C.I. ), consistency ratio (C.R.…”

“…To effectively solve these critical issues to strengthen students' self-regulation learning performance, improve the evaluation system of educational institutions, and promote corporate recognition and identification, the use of sensor technologies in online courses in the post-COVID-19 era has been a major area of research across all forms of Taiwanese educational institutions, including senior high schools, vocational schools, colleges and universities, and adult continuous educational institutions. However, despite comprehensive related research, (3)(4)(5) there has been no direct and extensive analysis or survey of the interactive relations among the self-regulated learning performance of students, (6) the evaluation system of educational institutions, (7) and corporate recognition and identification (8) in the research results in the study of online courses. (9)(10)(11) Significantly, the three factors of most critical importance for online courses are online-course learning performance, (12) online-course evaluation authenticity, (13) and online-course appraisal quality (14,15) when considering the self-regulated learning performance of students, the evaluation system of educational institutions, and corporate recognition and identification.…”

Empowering Professional Competence and Moral Responsibility for Corporate Sustainability: Insights from Industry and University Strategic Alliance

“…Moreover, strategic partnership trend incorporated with HE context at this stage would be the point of view for sustainable development agenda rooted into the way of living processes paradigm together with demonstrating the wide range of sustainable properties and patterns [6,7]. Thus, the initial value of empowering sustainable-based strategic governance in HE context could be achieved through mutual cooperation with strategic partnership through adaptability, resiliency, awareness, creativity and flexibility interconnected to work with creating the sustainable engagement [8]. In providing the problem solving at this stage, it is important that wide range of opportunities in achieving the certain goal which HE may deal with should consequently bring the solution in generating the innovative approach in the attempts in encouraging the creative participation in working together to solve problems.…”

A Concretizing Research on Making Higher-Education Sustainability Count

“…The top five preferred countries for Taiwanese are Japan (27.3%), America (17.9%), Australia (12.8%), ASEAN (10.3%), and Europe (9.7%). In particular, after an in-depth analysis of their motivation for applying to transoceanic jobs, the most important factor for applying to transoceanic jobs is that the average overseas salary is 2.12 times of Taiwanese average Taiwan employment salary [4][5][6]. Furthermore, according to the latest annual report from the Ministry of Economy that surveyed the top 50 Taiwanese companies, they have the desire to improve their employees' various employability to completely solve diversified problems in order to effectively and efficiently assist the corporate profitable developments and beneficial updating.…”