Promoting career awareness among IT students in a South African context

Rensburg, J.T. Janse van; Goede, Roelien

doi:10.1108/heswbl-09-2019-0110

Cited by 6 publications

(3 citation statements)

References 23 publications

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“…This phenomenon is also supported by several researches [18]- [30] where digital learning media can improve students' knowledge, and skills. Other research also states that digital learning media adapted to technological developments [31]- [34] and industry have a positive impact on students' work readiness [35]- [40]. This is imposed by the need for learning by utilizing information technology which is very much needed by teachers and students in achieving learning goals [41]- [44], as well as increasing student interest in learning [45]- [48].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of simulation-based learning using “e-archive” technology in the archiving subject vocational school

Permansah,

Indrawati,

Muhtar

et al. 2023

IJERE

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<span lang="EN-US">This study aimed to assess the effectiveness of the simulation-based learning model using “e-archive” technology in the archiving subject in the vocational school of management program. A randomized pretest-posttest control group design and 144 students from Central Java, Indonesia were employed in this quasi-experimental study. The data were analyzed by using the independent sample t-test to determine whether there was a significant mean difference between the experimental class and the control class. The results of this study indicated that the experimental class with the simulation-based learning model using e-archive technology gets better scores than the control class using the conventional learning model. The pretest t-test results in a score of 0.139, while the posttest results in a score of 0.000. We concluded that the simulation-based learning model using e-archive technology is effective and suitable for use in vocational schools, with implications for enhancing student learning results.</span>

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Section: Discussionmentioning

confidence: 99%

Effectiveness of simulation-based learning using “e-archive” technology in the archiving subject vocational school

Permansah,

Indrawati,

Muhtar

et al. 2023

IJERE

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“…Strong interpersonal skills contribute to enhancing work readiness as they enable effective communication, teamwork, empathy, and building positive relationships. Good interpersonal skills facilitate interaction and collaboration with colleagues, supervisors, and customers, fostering professional relationships, conflict resolution, and a positive work environment [29]. Additionally, they support the development of a broad professional network, gaining support, and increasing employment and career opportunities.…”

Section: Relation Between Interpersonal Skill To Work Readinessmentioning

confidence: 99%

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Indrawati,

Subarno,

Winarno

et al. 2023

Education Research International

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Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.

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“…Studying careers certainly falls within the ambit of work-based learning as this helps students advance their “work-related aspirations and interests” (Lester and Costley, 2010). That is, career management and development skills are practically relevant to all graduates who must navigate education-to-work transitions (Janse van Rensburg and Goede, 2020); and more so for HRM graduates who might influence the careers of others in their future job roles. Notwithstanding these practicalities, the overarching priorities embedded in the course were to critique the concept of career and to develop the critical reasoning of students.…”

Section: Introductionmentioning

confidence: 99%

Moving critical management education to praxis: integrating professional services within the critical classroom

Dyer

Lowery-Kappes

Hurd

2021

JWAM

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PurposeThis paper details how we adapted a critically informed third-year career management and development course to address an identified gap in our HRM students learning at both practical and theoretical levels. In order to address this gap, we explored and challenged the aims of our critically informed pedagogy, and alongside our campus career development services, collaboratively redesigned the course to enhance theoretical and practical learning outcomes of students.Design/methodology/approachWe detail changes made through three stages of curriculum redesign and provide an exploratory analysis of 106 student reflections on the third iterative redesign. This exploratory analysis focuses on student learning outcomes resulting from their engagement with the career practitioner and the revised course content.FindingsStudents found the course theoretically challenging and practically relevant and were readily able to incorporate career theory into descriptions of their own careers. However, more significantly, students were also able to situate themselves within a wider critique of the context of careers, demonstrating the development of critical reasoning skills and moving towards practical and critical action, demonstrating praxis.Originality/valueOur experience provides an example of bridging the seeming paradox of critical pedagogy and practice. Specific details of curriculum design may be of interest to those looking to improve both theoretical and practice engagement.

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Promoting career awareness among IT students in a South African context

Cited by 6 publications

References 23 publications

Effectiveness of simulation-based learning using “e-archive” technology in the archiving subject vocational school

Effectiveness of simulation-based learning using “e-archive” technology in the archiving subject vocational school

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Moving critical management education to praxis: integrating professional services within the critical classroom

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