Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example.

Gill, Robert

doi:10.21153/jtlge2020vol11no1art946

Cited by 49 publications

(47 citation statements)

References 20 publications

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“…Although the Internet access gap has been narrowing in recent years, it is still present in the most disadvantaged social groups, in addition to the gap in skills and use of digital tools [36]. According to Garrido [37], with regard to educational inequality in the context of the pandemic, the latent inequalities prior to the health emergency have only been aggravated by remote education. The author indicates that government responses in terms of public policies are still insufficient to support both, students excluded from virtual education and teachers.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Digital Competence Analysis of University Students Using Latent Classes

et al. 2021

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The objective of this study is to characterize Latent Classes emerging from the analysis of the level of digital competences, use and consumption of applications and/or services through the Internet. For this purpose, the results of the survey Basic Digital Competences (Competencias Básicas Digitales-COBADI®) applied to university students, with more than 60 categorical variables, were considered. A total of 4762 undergraduate and graduate students from five Spanish universities participated in this survey: Complutense University of Madrid (UCM), Pablo de Olavide University (UPO), Almeria University (UAL), National University of Distance Education (UNED) and Rey Juan Carlos University (URJC). The application of the questionnaire was done through the Internet, from the Institute for Research in Social Sciences and Education of University of Atacama—Chile. The methodology used is mixed, because the questions of the questionnaire provide qualitative information that can be interpreted and elaborated from the results. It is also quantitative because basic statistical techniques are used for the exploratory analysis of the data, and later Latent Class Analysis (LCA), to complement the description of the data set and the variables considered in the study, thus allowing us to group the classes of variables that do not appear explicitly in the set of observed variables, but which nevertheless affect them. The results of the study show that regardless of the gender and age range of the participants, there are four clearly differentiated groups or classes in the use and consumption of ICTs in different ways for their activities, both personal and academic, which allows for identifying different developments of digital competences. This study allows establishing a baseline in order to be able to elaborate later, in the development of the digital competences currently needed, which should be developed by university students.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Digital Competence Analysis of University Students Using Latent Classes

et al. 2021

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“…Examples of these include the demise of brick and mortar in certain areas and the emergence of novel industries related to connected work, remote asset management solutions, connected living, behaviour analytics, smart cities, digital health and remote learning (Blustein et al , 2020). Gill (2020) found that as a result of Covid and the changing work environment a new professional purpose was required.…”

Section: Employability Simplistic Tautological Issue or Complex Problemmentioning

confidence: 99%

Employability tautological trauma

Cuthbert

Skae

2021

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PurposeThis paper explores the institutional and economic drivers of employability, as existing literature focuses on the individual and skills aspects, of employability. Tertiary institutions, possessing a strong academic reputation and standing amongst potential employers, will achieve high graduate employability, however when measured, this is not the case.Design/methodology/approachThis exploratory study builds on Santos' career boundary theory, recognising organisational boundaries; those related to the labour market, personal-aspects and finally, cultural boundaries (Santos, 2020). 37 Universities that provided their employability rate, within 12 months of graduation for 2020, are analysed. The Quacquarelli Symonds (QS) Ranking, measures drivers in terms of institutional reputation through survey responses, and partnerships with employers via research and placement data.FindingsThe regression explained 19% of the variation between the number of graduates being employed and the institutional and economic drivers. Universities in the same economic context, do not have the same number of employed students. Equally, those universities with the most favourable academic reputation, do not have the most employed student rate.Research limitations/implicationsOnly 37 universities provided all their employability data, thus, research with a larger sample will have to be conducted, but equally more needs to be done to establish why the smaller universities are unable to submit all the required data.Originality/valueAn exploratory understanding of the institutional and economic drivers of employability, is provided.

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“…For example, millions of people lost their job, social distancing has created the revision of work standards in many industries, and the conditions of employment have changed. Indeed, organizations have been affected by mandatory telework and Information Technology (IT) competencies and skills have been affected by this shift [4,5]. Additionally, IT has played an important role in the shift in current and future training, and digital competencies are considered an essential element of graduate students [6].…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, the need for digital, mobile communication and IT skills and competencies has been impacting graduate students entering the workforce [7]. It could therefore be expected that business students graduating after the COVID-19 pandemic will need to have a broader understanding of the digital environment and adjust to remote working or more flexible working arrangements [4]. Business graduates are thus likely to look at ways to become more employable as employment prospects in the future are perceived as low with the COVID-19 pandemic [8,9,10].…”

Section: Introductionmentioning

confidence: 99%

Transitioning from University to Working Life: A Comparison of Business Graduates’ Perceptions of Skills before and during the COVID-19 Pandemic

Gagnon¹

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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The COVID-19 pandemic has disrupted business schools and students. The unusual circumstances created by the pandemic situation have provided a unique occasion to look at challenges and opportunities facing business graduate students when transitioning from university to working life. Using a survey from business students who graduated before and during the COVID-19 pandemic, this study explores the role of skills (IT and non-IT skills) in the transition from university to working life as well as the impact of the COVID-19 pandemic on business students' skills and career decisions. It was found that non-IT skills were perceived as more essential than IT skills, and having IT skills such as data analytics and business applications of Artificial Intelligence (AI) were more essential skills for students who graduated during the pandemic. Finally, business students who have been impacted by the COVID-19 pandemic are considering acquiring new digital/technological skills..

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Graduate employability skills through online internships and projects during the COVID-19 Pandemic: An Australian example.

Cited by 49 publications

References 20 publications

Digital Competence Analysis of University Students Using Latent Classes

Digital Competence Analysis of University Students Using Latent Classes

Employability tautological trauma

Transitioning from University to Working Life: A Comparison of Business Graduates’ Perceptions of Skills before and during the COVID-19 Pandemic

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