Employability and mobility in the valorisation of higher education qualifications: the experiences and reflections of Chinese students and graduates

Mok, Ka Ho; Wen, Zhuoyi; Dale, Roger

doi:10.1080/1360080x.2016.1174397

Cited by 43 publications

(18 citation statements)

References 21 publications

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“…Other research is in line with these results we have obtained in higher education (Oriol et al, 2016; Torrecilla-Sánchez et al, 2018). In fact, EI is key to overcoming the challenges that university students will face in these periods (Pavlin and Svetlik, 2012; Mok et al, 2016). …”

Section: Discussionmentioning

confidence: 99%

“…For example, aspects such as the promotion of academic intellectual capacities based on inductive and deductive reasoning and on the classical theories of academic intelligence are fundamental to the training of university students; however, in recent decades, the approach to training by competences supports the holistic vision of these training years with the inclusion of social and emotional skills (Silva et al, 2013), critical reasoning, creativity, and the promotion of autonomy and personal initiative for lifelong learning (Pavlin and Svetlik, 2012; Petrovici, 2014; Mok et al, 2016). …”

Section: Introductionmentioning

confidence: 99%

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Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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“…Ka Ho Mok, Wen, and Dale (2016) suggest that despite the increasing pool of graduates in China, educational credentials, particularly international qualifications, are nevertheless 'valorised' by employers, parents, and students alike. The withdrawal of access to UK labour market experience therefore may not impact Chinese demand as the perceived value lies in the degree rather than associated work.…”

Section: Target 3: Reducing Immigrationmentioning

confidence: 99%

UK policy discourses and international student mobility: the deterrence and subjectification of international students

Lomer

2018

Globalisation, Societies and Education

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Policies on international student mobility (ISM) have the capacity to structure both flows of students and the representations of globally mobile students through discourse. This paper draws on a text-based analysis of British policy discourses and secondary analysis of published statistics. It uses problematisation analysis to examine how problems and students are represented as social subjects. Growth in student numbers, particularly in high ranking institutions, has coincided with proactive policies over the last 20 years, suggesting that policy discourses are linked to mobility. But policy targets were not met and growth has fallen since the 2010 tightening of migration policy. Nor was the target of diversifying source countries met, meaning the UK remains dependent on student demand from a few nations. This mixed success suggests that student mobility is easily deterred by migration policy, but other policies have little impact on the nature of demand. In interaction with multiple, contradictory media and institutional discourses, policy discourses construct international students as sources of income, immigrants of doubtful value, consumers, and 'other'. These representations may be internalised by students, who learn to subjectify themselves. I call for an approach to ISM which puts statistics in dialogue with discourse. ARTICLE HISTORY

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“…In present-day China, only a small percentage of students are admitted to university, leading to increased competition in accessing higher education. Despite a much reported massification of higher education in the country over the past two decades, opportunities of being recruited by an elite or a so-called 'national key university' remain limited (Mok et al, 2016;Mok, 2016). As a consequence, a great amount of pressure is placed on families as many parents expect their children to join the competition and demonstrate outstanding educational achievements, from pre-school to university level (Hong and Zhao, 2015;Wu, 2012).…”

Section: Intergenerational Frictions In Assessing the Value Of Highermentioning

confidence: 99%

“…Greatly affected by the one-child policy, many Chinese parents of today consider higher education for their children to be the most effective route towards economic success in the expanding market economy (Mok et al, 2016;Mok, 2016). This perception is coupled with parents' own regrets of having lost out on educational opportunities during the Cultural Revolution period.…”

Section: During the Cultural Revolutionmentioning

confidence: 99%

The influence of cultural capital andmianzi(face) on mature students’ orientation towards higher education in China

Guan

Ploner

2018

Compare: A Journal of Comparative and International Education

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In the wider context of national growth and investment in higher education in China, more mature students seek to gain access to university education. Considering the farreaching socioeconomic and political shifts in contemporary China and its higher education sector in particular, this study explores the experience of mature university students in this country and poses the seemingly simple question as to why these students did not pursue higher education when they were school-leavers, but chose to study at a mature age. Drawing on biographical interviews with 20 Chinese mature university students, the paper explores their aspirations, motivations and tribulations behind embarking on higher education. Revisiting Bourdieu's ideas on 'inherited' and 'acquired' cultural capital and examining the related Chinese cultural notion of mianzi ('face'), it is argued that family and social networks are decisive factors in mature students' orientation towards higher education.

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Employability and mobility in the valorisation of higher education qualifications: the experiences and reflections of Chinese students and graduates

Cited by 43 publications

References 21 publications

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

UK policy discourses and international student mobility: the deterrence and subjectification of international students

The influence of cultural capital andmianzi(face) on mature students’ orientation towards higher education in China

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