LSS, a problem solving skill for graduates and SMEs

Shokri, Alireza; Nabhani, Farhad

doi:10.1108/ijlss-06-2014-0014

Cited by 12 publications

(3 citation statements)

References 60 publications

(56 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the B.B.A. Curriculum should be aligned with actual business problems [35]. This is consistent with PSU's educational philosophy that aims at providing students with lifelong learning through various learning approaches such as project-based learning, problem-based learning, service learning, and work integrated learning [19].…”

Section: Discussionmentioning

confidence: 70%

See 1 more Smart Citation

Identifying Lifelong Learning Skills of Students in the Bachelor of Business Administration Program

Wesarat,

Panrod,

Benrit

et al. 2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

The business world has been changing over time and skills for future jobs are important to foster employability among business administration graduates. Thus, a business administration program should focus on developing lifelong learning skills of students because such skills enable students to accomplish longterm success or sustainable living in the real world. However, different fields of study as well as similar programs of study in different countries emphasize different lifelong learning contexts. At the stage of curriculum design, lifelong learning skills that are relevant to program learning outcomes should be properly identified. Whereas the past studies have paid less attention to the development of lifelong learning skills for undergraduate students in a particular field of study, the objective of this paper is to identify lifelong learning skills that are linked to program learning outcomes of the Bachelor of Business Administration (B.B.A.

show abstract

Section: Discussionmentioning

confidence: 70%

“…Furthermore, "problem solving skills" is one of business skills required by employers [35]. Thus, the B.B.A.…”

Section: Discussionmentioning

confidence: 99%

Identifying Lifelong Learning Skills of Students in the Bachelor of Business Administration Program

Wesarat,

Panrod,

Benrit

et al. 2023

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Given the subject of this paper has been important for many years and that SMEs are a significant part of economies of most industrialized countries, it is striking that much of the existing research in the field focuses predominantly on recruitment of graduates from higher education into SMEs in single countries (Pittaway & Thedham, 2005; Shokri & Nabhani, 2015) or training needs and difficulties in SMEs (Padachi & Bhiwajee, 2016; Panagiotakopoulos, 2011; Smith et al, 2019). Our screening of relevant literature in the field could not identify international comparative research on skills expectations of employers and recruiting in SMEs in industrialized countries like the United States, Australia and Germany (Nolan & Garavan, 2016).…”

Section: Introductionmentioning

confidence: 99%

A comparative study of the expectations of SME employers recruiting young people in Germany, Australia and the United States

Zenner-Höffkes

Harris

Zirkle

et al. 2021

Int J Training Development

View full text Add to dashboard Cite

Debate continues to feature prominently in many countries on such notions as skills, skill shortages and employability. Clearly such notions remain significant internationally in the rhetoric of both economic reform and training policy and practice. However, the problem remains of differing perceptions. The purpose of this comparative study was to examine the expectations of small and mediumsized enterprises (SMEs) when they recruit young people.Focusing on Germany, Australia and the United States, interviews were held with 30 managers in two diverse job roles-hospitality front-desk staff and automotive technicians. In addition to differences in the range of desired skills between the job roles in these countries, difficulties in recruiting young people were highlighted by the study. Generational differences and academization were perceived as having effects on the hiring of young workers. Various problems with each country's general education system were also emphasized, as managers perceived many young people being inadequately prepared for work.The study also demonstrates the influence of the skill formation system of the countries is less relevant in comparison to the sector in which the SMEs are active. ZENNER-HÖFFKES Et al.As Billett (2014, p. 14) highlighted, there is a historical and enduring emphasis on entry-level training with a keen focus on young people's employability. Yet the overarching message from these studies is that notions of employability still differ greatly and there is no common definition. Lisá et al. (2019, p. 71) state that 'currently there is no uniform theory of employability', reasons being complexity, situational factors, changing labour markets, graduates' individual interests and attitudes and their professional focus. Similarly, Clarke (2018, p. 1924) concludes that 'the concept of graduate employability remains under-explored and under-developed and its complex nature has often been oversimplified'. Other studies offer stringent critique of these notions, declaring such discourse as 'clearly problematic' (Taylor, 2005, p. 205), 'seriously flawed' and subject to 'little conceptual examination' (Brown et al., 2003, p. 107) and 'ideological' (Taylor, 1998, p. 160), calling for more research into the processes of struggle, negotiation and compromise. Inconsistencies will 'create stumbling blocks to implementation' (Williams, 2005, p. 46). Related to this preoccupation with employability, studies abound on the ranking of various soft skills 1 , especially studies comparing views of employers and graduates and often involving one discipline (e.g., Andrews & Higson, 2008;Gibbs et al., 2011;Low et al., 2016).From these-mostly quantitative-studies, we can identify several common findings regarding employer perspectives. Due to limited space, only five are summarized here.One is that employers consider soft skills more important than do graduates (e.g., Kantane et al., 2015;Majid et al., 2019;Saunders & Zuzel, 2010). Moreover, not only did research by Succi and Canovi (2019) comparin...

show abstract