Why Returning to VET?

Gericke, Erika E.

doi:10.13152/ijrvet.4.3.2

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Human subjects acquire skills for and within their employment to stay employable. Second, in Western-so-called working societies-work is a major part of active participation in society, as it impacts, e.g., social status and social and financial resources as much as professional and, therefore, social identity (Kraus, 2008;Gericke, 2017). Third, work in terms of work-based learning is a learning and teaching methodology (Bauer et al, 2004;Dehnbostel, 2022).…”

Section: Information Literacy As a Prerequisite To Deal With Aimentioning

confidence: 99%

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

Mazarakis,

Bernhard-Skala,

Braun

et al. 2023

Front. Artif. Intell.

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Human-centered artificial intelligence (HCAI) has gained momentum in the scientific discourse but still lacks clarity. In particular, disciplinary differences regarding the scope of HCAI have become apparent and were criticized, calling for a systematic mapping of conceptualizations—especially with regard to the work context. This article compares how human factors and ergonomics (HFE), psychology, human-computer interaction (HCI), information science, and adult education view HCAI and discusses their normative, theoretical, and methodological approaches toward HCAI, as well as the implications for research and practice. It will be argued that an interdisciplinary approach is critical for developing, transferring, and implementing HCAI at work. Additionally, it will be shown that the presented disciplines are well-suited for conceptualizing HCAI and bringing it into practice since they are united in one aspect: they all place the human being in the center of their theory and research. Many critical aspects for successful HCAI, as well as minimum fields of action, were further identified, such as human capability and controllability (HFE perspective), autonomy and trust (psychology and HCI perspective), learning and teaching designs across target groups (adult education perspective), as much as information behavior and information literacy (information science perspective). As such, the article lays the ground for a theory of human-centered interdisciplinary AI, i.e., the Synergistic Human-AI Symbiosis Theory (SHAST), whose conceptual framework and founding pillars will be introduced.

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Section: Information Literacy As a Prerequisite To Deal With Aimentioning

confidence: 99%

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

Mazarakis,

Bernhard-Skala,

Braun

et al. 2023

Front. Artif. Intell.

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“…Improved skills for job security Skills development EU (Gericke, 2017) The issues need to be researched to the students' teaching processes and learning outcomes. The VET system has gained importance but has not yet been undertaken extensively and thoroughly within international and comparative VET research.…”

Section: Improve Occupational Studiesmentioning

confidence: 99%

“…Select Content Issues (Gericke, 2017) There has been little international and comparative research concerning vocational and education training (VET) decision-making from a subject-oriented perspective. Over recent years, investigating the learning conditions and processes of the individual learner from the subject-oriented perspective within the VET system has gained importance.…”

mentioning

confidence: 99%

Industry Challenges for an Under-Skilled Workforce

Osborne

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This study examined the challenges companies encounter attempting to fill job vacancies with applicants having the requisite skills. Of the 115 journals evaluated as part of the literature review, 64% of the documents identified issues related to workplace skills development deficiencies in industry and academia. Additional findings related to vocational training programs, training for youth, training content issues, and investments in skills training are evaluated. The literature review suggests both industry and academia struggle with developing and training students and the workforce with the new technology skills demanded in today's workplace. A research study, conducted in an industrial manufacturing company, was performed based on two data sets (defect quantities and repair hours). Each of the data sets consisted of production performance data collected during three time periods (pre-treatment, proximal treatment, and distal post-treatment). The Treatment consisted of the development of a training course focused on the assembly and installation of electrical harness assemblies into electronic equipment cabinets. Specific industrial assembly requirements and process outcomes were addressed in the curriculum design. The statistical analysis of the quantitative data indicated there was a statistically significant outcome associated with the proximal treatment of the repair hours data set. However, the applied treatment did not yield a statistically significant outcome for the distal post-treatment time period for the defect quantities and repair hours data sets. The findings and recommendations for future study, realized in this research study, identified multiple suggestions to improve treatment (training) outcomes.

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Leadership development for undergraduate students at U.S. universities: The case for HRD research and practice^†

Kuchinke

Ardichvili

Wocken

et al. 2018

Human Resource Dev Quarterly

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The development of leaders and building of leadership capacity are central concerns of HRD research and practice, yet the large and high‐impact area of leadership education provided by U.S. universities to undergraduate students is missing from the domain literature. Over the past 20 years, leadership education has become a common feature at universities and colleges in the United States and is experiencing strong demand and institutional support. Leadership development operates in parallel to the traditional curriculum shaping the career trajectories of university graduates and adding to the talent pool of hiring organizations. This article outlines the status of university‐based leadership education in the United States, offers a critical assessment, and highlights areas in need of investigation and scholarship of relevance to HRD.

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Why Returning to VET?

Cited by 5 publications

References 3 publications

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

Industry Challenges for an Under-Skilled Workforce

Leadership development for undergraduate students at U.S. universities: The case for HRD research and practice^†

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Why Returning to VET?

Cited by 5 publications

References 3 publications

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

What is critical for human-centered AI at work? – Toward an interdisciplinary theory

Industry Challenges for an Under-Skilled Workforce

Leadership development for undergraduate students at U.S. universities: The case for HRD research and practice†

Contact Info

Product

Resources

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Leadership development for undergraduate students at U.S. universities: The case for HRD research and practice^†