Career beliefs, self-efficacy and VUCA skills: A study among generation Z female students of tourism and hospitality

Kautish, Pradeep; Hameed, Shaheema; Kour, Parvinder; Walia, Sandeep

doi:10.1016/j.jhlste.2021.100340

Cited by 21 publications

(23 citation statements)

References 63 publications

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“…The findings of previous studies also stated that information services are essential for students (Kautish et al, 2021;Lee & Pang, 2013). Other research findings also state that students with good abilities and knowledge about job vacancies will find it easier to find work (Baert et al, 2021;Hou et al, 2020).…”

Section: Pembahasanmentioning

confidence: 88%

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Model Context, Input, Process, and Product (CIPP) pada Career Development Center (CDC) untuk Evaluasi Program Layanan Informasi Karir SMK

et al. 2021

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Permasalahan yang terjadi saat ini yaitu masih banyak kasus pengangguran. Hal ini disebabkan karena alumni yang tidak mengetahui lowongan pekerjaan yang sesuai dengan kemampuan yang dimilikinya. Tujuan penelitian ini yaitu menganalisis penerapan model evaluasi CIPP (context, input, process, and product) terhadap hasil layanan informasi karir. Penelitian ini merupakan penelitian kualitatif dengan menggunakan model evaluasi CIPP untuk mengevaluasi tiap komponen konteks, input, proses, dan produk dalam mencapai proses layanan informasi karir yang efektif. Pengumpulan data utama menggunakan wawancara, sedangkan untuk data pendukung menggunakan angket, observasi, dan dokumentasi. Data hasil pengumpulan data dianalisis secara triangulasi. Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif kualitatif. Hasil penelitian yaitu Context (evaluasi konteks) pelaksanaan kegiatan layanan informasi karir dikatakan sangat baik, namun kekurangannya yaitu pada indicator. Input (evaluasi masukan) sudah sangat baik. Process (evaluasi proses) pada tahap dikatakan baik namun untuk perbaikan pada tahap setelah melaksanakan layanan. Product (evaluasi hasil) secara keseluruhan program pelaksanaan layanan informasi karir yang dilakukan sudah dikatakan baik.

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Section: Pembahasanmentioning

confidence: 88%

“…It will reduce unemployment for new graduates. Through information services, students can receive and MI P-ISSN: 1829-877X E-ISSN: 2685-9033 understand various information used as consideration in decision making (Kautish et al, 2021;LaForce et al, 2017).…”

Section: Pembahasanmentioning

confidence: 99%

Model Context, Input, Process, and Product (CIPP) pada Career Development Center (CDC) untuk Evaluasi Program Layanan Informasi Karir SMK

et al. 2021

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“…Raising environmentally literate citizens with an ecological thinking is the main key to achieving ecosystem sustainability. Attributes such as curiosity, creativity, and disruption tolerance contribute to the VUCA skill set development [11][12][13]. Some learning strategies, such as blended learning, project learning, problem learning, adapt the andragogical method.…”

Section: Discussionmentioning

confidence: 99%

Development of Ecological Thinking in Students-Managers in the University Ecosystem

Sherayzina¹,

Alexandrova²,

Alexandrova³

et al. 2022

Proceedings of the International Scientific and Practical Conference Strategy of Development of Regional Ecosystems “Education-

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In the modern VUCA world, the higher education system is changing due to the needs of society and the economy, as well as widespread digitalization. To train competitive specialists, primarily in the field of economics and management, universities create their own ecosystems. They are designed to ensure the sustainability of the system and the quality of education through the diversity of the learning environment. Close interaction with the outside world requires new skills from student managers. One of these social skills is ecological thinking. The purpose of our study is to show the possibility of developing the ecological thinking of student managers in the conditions of the ecosystem of the university with the help of special pedagogical tools, which we call pedagogical cues. As the main author's method of empirical research, a questionnaire survey with a Likert scale and a set of 10 questions were used. This made it possible to identify the level of formation of ecological thinking among students of the Faculty of Economics and Management. The author's methodology assumes 5 levels of development of such a skill. This is necessary in order to learn in dynamics how quickly and efficiently a skill is formed. The article presents tools that contribute to the development of ecological thinking. For example, the WOOD strategy. Pedagogical cues, which were used as a universal pedagogical tool in teaching various disciplines, have shown their effectiveness. Student managers actively interacted with teachers and with each other, including in a distance format. The scientific significance of the article lies in the possibility of the practical use of this methodology for the development of the ecosystem of other universities. The listed pedagogical tips can be applied in any form of education, which also contributes to the creation of the stability of the system in a constantly changing world. Such a skill as ecological thinking is universal and necessary for all future specialists for successful work. The upbringing of environmentally literate students is the key to the sustainability of the university ecosystem.

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“…A high level of selfregulated learning can improve performance [21,[49][50][51][52]. For internships in the dynamic domain of hospitality, self-regulated learning will have a positive impact on students' career self-efficacy, which can help them attain positive motivations to face their uncertain future [53][54][55][56]. Students with high self-regulated learning can use their skills flexibly and set high goals [22,57].…”

Section: Theoretical Implicationsmentioning

confidence: 99%

“…We thus propose that DLA may have a positive effect on career self-efficacy, which enables students to improve their grades and obtain a series of positive feedback. In addition, since a high level of self-regulated learning can improve performance [21,[49][50][51][52], we propose that self-regulated learning may have a positive impact on students' career self-efficacy, which can help them attain positive motivations to face their uncertain future [53][54][55][56]. Students with high self-regulated learning can use their skills flexibly and set high goals [22,57].…”

Section: Introductionmentioning

confidence: 99%

Effect of Deep Learning Approach on Career Self-Efficacy: Using Off-Campus Internships of Hospitality College Students as an Example

Wang

Hsieh

2022

Sustainability

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Off-campus internships are among the policies implemented over the years to reduce the academic gap in the hospitality industry. Additionally, career decision making is unavoidable for college students, who can use different learning strategies in internships to gain knowledge beyond textbooks and determine their future direction. Our research aims to explore the mediating role of self-regulated learning in the relationship between deep learning approach (DLA) in hospitality internships and career self-efficacy. Moreover, it uses cognitive engagement as a moderator to explore the relationships between the three constructs. Data are collected through stratified sampling from hospitality college students in Taiwan who completed off-campus internships. Descriptive statistics are employed, and confirmatory factor analysis and structural equation modeling are conducted to analyze the data. Results indicate the following: (1) DLA has a positive influence on self-regulated learning. (2) Self-regulated learning has a positive influence on career self-efficacy. (3) DLA has a positive influence on career self-efficacy. (4) Self-regulated learning mediates the effect of DLA on career self-efficacy. (5) Cognitive engagement moderates the effect of DLA and self-regulated learning on career self-efficacy. Theoretical and practical implications are also discussed.

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Career beliefs, self-efficacy and VUCA skills: A study among generation Z female students of tourism and hospitality

Cited by 21 publications

References 63 publications

Model Context, Input, Process, and Product (CIPP) pada Career Development Center (CDC) untuk Evaluasi Program Layanan Informasi Karir SMK

Model Context, Input, Process, and Product (CIPP) pada Career Development Center (CDC) untuk Evaluasi Program Layanan Informasi Karir SMK

Development of Ecological Thinking in Students-Managers in the University Ecosystem

Effect of Deep Learning Approach on Career Self-Efficacy: Using Off-Campus Internships of Hospitality College Students as an Example

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