A review of literature on employability skill needs in engineering

Encouraging skills development is a key part of the UK Government’s strategy. This emphasis on skills has led to changes in Higher Education, where there is an increasing recognition of the need to enhance students’ employability. This paper reviews the data on the type of employer skill needs available in the existing literature with a particular emphasis on those skills required by engineering and manufacturing employers. Statistical data related to skill gaps in engineering and manufacturing in the UK and London/Thames Gateway are presented with the intention to determine whether and how these relate to the employability skills and competences listed by various organisations. The paper arrives at a number of conclusions. In summary, for the ‘engineering and manufacturing workforce skills development’ ethos to become widespread in London (and the UK in general), a lot more needs to be done to understand the needs of industry to be able to develop provision that supports Londoners (and the UK citizens in general) in gaining appropriate skills in engineering. This can only be achieved through cooperative, inclusive, transparent and centrally coordinated approaches to skills assessment, monitoring and development.     

Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review

This study is a systematic review of literature that investigates the advantages of implementing authentic assessment for improving two major categories that are relevant to academic and professional success of higher education students: learning experience and employability skills. Authentic assessment involves students in challenging tasks that closely resemble those of the workplace settings. 26 papers from 2010 to 2019 that were relevant to the topic of this paper were selected for the review process. Findings of this review indicate that authentic assessment can play a role in improving the learning experience of higher education students through enhancing their engagement in learning and improving their satisfaction as well as positively influencing their efforts to achieve educational goals. We also discuss the benefits of authentic assessment for equipping students with essential skills for their future professional life, such as communication skills, collaboration skills, critical-thinking and problem-solving skills, self-awareness, and self-confidence.     

Identifying the trends and impact of graduate attributes on employability: a literature review

Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus^® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.     

Identifying the trends and impact of graduate attributes on employability: a literature review

Tertiary Education and Management - Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by...     

The impact of learning disabilities on adulthood: a review of the evidenced-based literature for research and practice in adult education

It is now well established that learning disabilities (LD) persist into the adult years, yet despite a developing literature base in this area, there is a paucity of evidence-based research to guide research and practice. Consistent with the demands of the adult stage of development, autonomy and self-determination are crucial to quality-of-life issues to adults in general, and specifically to adults with LD. There are many areas of functioning in which adults need to adapt successfully, such as employment, family, social and emotional, daily living routines, community, and recreation and leisure. In essence, there are a myriad of challenges and outcomes as adults navigate the trials and tribulations of LD as it manifests itself into adulthood. This review of the extant evidence-based literature seeks to discover relevant knowledge that can be shared with practitioners who serve adults with LD in a variety of professional and volunteer roles, particularly in adult education settings.     

国内旅游商品研究综述

关于我国旅游商品的研究,国内现有文献较多且主要集中体现在对旅游商品的概念和内涵、旅游商品开发过程中出现的问题及对策等方面的研究。文章通过对各文献中旅游商品、旅游产品、旅游购物品、旅游纪念品定义的比较分析,依据目前大多数研究者的共识绘制了四者的关系图谱。接着列举了我国旅游商品开发所存在的问题及应对策略,并对目前研究中所显现出来的一些局限性进行了归纳分析,期望能够对国内相关研究及实践产生一定的借鉴意义。     

自我导向学习及其与成人教育发展述评

自我导向学习孕育于成人教育,又推动成人教育的发展。自我导向学习对成人教育的发展影响巨大,奠定了成人教育学的学科基础,形成了成人学习的基本模式;澄清了成人学习认识上的误区,促进了成人学习研究的深化;推动了成人学习流派、学说的涌现和实践模式的建构。拓展理论基础、建构基本原理、加强课程领导和开发有效策略是自我导向学习在我国成人教育研究领域的发展趋势。     

学习与记忆生理机制研究进展综述

本文从脑功能定位、神经元机理、电生理研究、神经机制及神经分子生物学基础几个方面综述了学习与记忆生理机制的研究成果，以供探讨。     

Teacher noticing: A systematic literature review of conceptualizations,research designs,and findings on learning to notice

Teacher noticing has become a prominent construct in research on teacher education and professional development; however, the current state of research is quite diverse, with different theoretical foundations and a variety of research designs. The study described in this paper provides a systematic review of the literature on teacher noticing published over the past two decades. Based on a full-text analysis of 182 articles published in renowned databases and peer-reviewed Englishscholarly journals, the study reveals the dominance of a cognitive-psychological perspective of teacher noticing, especially in combination with qualitative studies. Although teacher noticing has been described as a holistic concept in many earlier articles, more recent studies from the last decade tend to differentiate teacher noticing into different facets. Overall, qualitative studies with small sample sizes are prevalent, which allows for fine-grained analysis but limits the generalizability of findings. This study highlights the limitations of the current discussion, such as the prevalence of teacher noticing mainly in the field of mathematics education and the low representation of work from parts of the world other than North America and Europe. In addition, the studies under consideration in this literature review are examined in depth in terms of their findings on improving teachers’ noticing through interventions and on comparisons between experts and novices, which allows for a discussion of the implications of learning to notice for teacher education and professional development.     

二战后成人学习研究述评

二战结束之后,成人学习研究进展很快,各种关于成人如何学习的新理论、新学说层出不穷,其中最有话语优势的是成人教育学、自我导向学习理论、转化学习理论和经验学习理论。     

A review of the research of Ference Marton and the Goteborg Group: A phenomenological research perspective on learning

This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; what students understand learning to consist of; and whether it is possible to manipulate students' approach to studying in order to influence the learning outcomes. This review is intended to build up an overall picture of learning as seen from a phenomenological research perspective.     

A systematic literature review on synchronous hybrid learning: gaps identified

Learning Environments Research - More and more higher educational institutions invest in technology-enhanced learning spaces, which raises the question of how these environments can be shaped to be...     

Attitudes and learning disabilities: A literature review for school psychologists

Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.     

Initial returns on mail questionnaires: A literature review and research note

The effects of method of reproduction, status of researcher, and personalization of signature on the initial rate of return of mail questionnaires were investigated, using a one-page combination cover letter and questionnaire mailed to 600 professors at the University of Maryland, College Park. The levels of each experimental variable were: Status — professor, graduate student; signature — hand signed in ink, mimeographed facsimile; reproduction — typed, photocopied, mimeographed.A response rate of 69% was obtained without using any follow-up procedures. Chi square analyses indicated no significant differences in the rate of returns for the levels of any of the experimental variables.It appears that initial return rate will not be significantly affected by using the most efficient, least expensive method available.     

A review of the literature on Attention-Deficit Hyperactivity Disorder children: Peer interactions and collaborative learning

ADHD children may have social skill deficits in at least three main areas: social communication, poor emotional regulation, and social-cognitive biases. They also have cognitive difficulties which have implications for their learning. Based on a review of the literature, it is argued that maladaptive classroom peer interactions for ADHD children may disadvantage their learning on collaborative tasks. Although the literature is sparse in the area of peer interactions and collaborative learning for ADHD children, some suggestions for practice and future research are suggested. © 1996 John Wiley & Sons, Inc.     

A systematic review of research on the flipped learning method in engineering education

The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.