Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff

Fixsen, Alison; Cranfield, Steven; Ridge, Damien

doi:10.1080/0158037x.2017.1418308

Cited by 10 publications

(7 citation statements)

References 53 publications

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“…As the experience of using various educational technologies shows, the formation and development of soft skills significantly affect reflection and self-regulation processes, promoting multiple types of self-management activities in the format of entrepreneurship and new corporate versions of self-presentation. Developing soft skills in this context is seen by some researchers as the "chances of putting yourself first" to present yourself favourably in a professional environment advancing your career growth (Fixsen et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Technologically Supported Infusion of 21st century Skills Development within 21 Days

2021

European Journal of Contemporary Education

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The article aims to study the mechanisms of formation and development of soft skills, taking into account top technology trends and the digitalization of higher education. Based on the analysis of best world practices in soft skills development, the article's authors conclude that transferable skills are fundamental to the formation of professional competencies. This conclusion has become possible based on a thorough theoretical review and self-report questionnaire findings.The article describes implementing a 21-day-skill-acquisition teaching technique to form and develop students' hard and soft skills. The intervention conducted at the

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Section: Discussionmentioning

confidence: 99%

Technologically Supported Infusion of 21st century Skills Development within 21 Days

2021

European Journal of Contemporary Education

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“…The notion of liminality has been widely used in the anthropological and sociological literature since the early 20th century (van Gennep, 2004; Turner, 2001) and increasingly in management and organisation studies literature during the early 21 century (see e.g. Borg and Söderlund, 2015; Ibarra, 2007; Fixsen et al , 2018), to shed light on the ambiguity of identities for individuals transitioning between stable social roles. Thomassen speaks of liminality as a concept that explores how individuals and groups “experience and react to change … how they live through the uncertainties of the in-between, and how they come out on the other side of it …” (2014, p. 1).…”

Section: Conceptual and Methodological Approachmentioning

confidence: 99%

Changing roles and environments in experiential learning

Amigó

Lloyd

2020

HESWBL

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PurposeThe purpose of this paper is to report on the implications of new and unfamiliar roles for educators, students and employers generated by experiential learning (EL) activities. It considers how a series of tensions and instabilities in traditional role identities for each group arise from an expanded definition of university learning environments.Design/methodology/approachThe paper thus uses the concept of liminality, or “in-between-ness”, to explore processes of role transition via EL. This theme emerged from analysis of qualitative data gathered via focus groups and interviews with academic unit convenors, workplace supervisors and students across a range of disciplines.FindingsBecause none of the cohorts were fully supported in or securely ascribed to these new roles, the unsettled nature of EL is argued to be both a key benefit and challenge to educators.Research limitations/implicationsThis paper was based on a small-scale study of a specific EL programme. As such, it could be complemented by longitudinal and broader-scale research across different sites and national contexts, as well as with cohorts that the authors do not canvas here: university administrators, policy advisors and employers more broadly.Practical implicationsThe paper reflects on how higher education institutions can support participants in these new educational settings, as well as raising the question of whether new roles are still emerging from this process.Social implicationsThe paper canvasses impacts of EL on individual participants as well as the sector itself.Originality/valueThe authors believe that understanding EL activities through the lens of liminality provides a new approach to its impact at individual, institutional and social levels.

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“…способность использовать новые технологии; -адаптироваться к меняющейся работе; -готовность учиться, -планирование своей деятельности и жизни в целом. Fixsen A. Cranfield S. Ridge D. [19] Личностные характеристики.…”

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Image of a Modern Teacher in the Context of the Xxi Century Skills

Orenburova¹,

Valeeva²

2022

СПНО (MPSE)

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При трудоустройстве современная молодежь во всех профессиональных областях все чаще сталкивается с проблемой адаптации к работе. Это касается вопросов налаживания отношений с коллегами и руководством, неумения работать в команде, выполнения заданий по шаблону, сопровождающегося боязнью совершить ошибки и принимать самостоятельные решения. В связи с этим приходит осознание того, что одних предметных знаний становится недостаточно в работе. Из-за этого у молодых специалистов возникают трудности в работе, что приводит к нежеланию работать и далее к последующему увольнению и критике в адрес вузовского образования. На фоне образующейся проблемы возникает вопрос о том, каким должен быть современный специалист, что он должен уметь и какими навыками владеть. В статье рассматривается вопрос о навыках XXI века или гибких навыках, которыми должен владеть современный педагог. Существует прямая связь во взаимодействии «учитель-ученик»: чтобы школьник владел гибкими навыками, необходимо, чтобы этими навыками владел сам учитель. Цель исследования: на основе анализа ФГОС ВО (3++) по направлениям: 44.03.01 Педагогическое образование, 44.03.05 Педагогическое образование (с двумя профилями подготовки) определить основные гибкие навыки (soft skills), которые необходимы современному педагогу для успешной профессиональной деятельности. Ключевые слова: современный педагог, исследование гибких навыков, soft skills, универсальные компетенции, подготовка учителей

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Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff

Cited by 10 publications

References 53 publications

Technologically Supported Infusion of 21st century Skills Development within 21 Days

Technologically Supported Infusion of 21st century Skills Development within 21 Days

Changing roles and environments in experiential learning

Image of a Modern Teacher in the Context of the Xxi Century Skills

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