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Journal articles on the topic 'Soft skills courses'
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Bell, Lindsay A. "Soft skills, hard rocks." Focaal 2017, no. 79 (December 1, 2017): 74–88. http://dx.doi.org/10.3167/fcl.2017.790107.
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In 2007, Canada was the third-largest producer of diamonds in the world. Marketed as ethical alternatives to ”blood diamonds,” Canadian gemstones are said to go beyond basic “conflict-free” designations by providing northern Indigenous peoples with high-wage work and training. This article makes two connected points. First, it describes how the ethics of diamond mining are connected to the uneasy management of people groomed to do extractive work. Second, following the development and delivery of job training programs for Indigenous people over the course of the financial crisis of 2008–2009, this article reveals how mandatory “soft skills” courses attempt to adjust would-be worker speech to meet corporate norms in ways that were essential in maintaining the ethical sign value of subarctic stones.
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Saunders, Laura, and Stephen Bajjaly. "The Importance of Soft Skills to LIS Education." Journal of Education for Library and Information Science 63, no. 2 (March 1, 2022): 187–215. http://dx.doi.org/10.3138/jelis-2020-0053.
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Soft skills, or intra- and interpersonal skills such as writing, customer service, and flexibility, are highly sought by library and information science employers. A perceived gap in soft skills has led to suggestions that LIS programs are not adequately addressing these skills in their curricula, and to calls for them to do more. However, no study has examined the extent to which LIS faculty currently are providing direct instruction of soft skills in their courses. The researchers employed a nationwide survey to explore whether and how LIS faculty are teaching soft skills. The findings suggest that faculty are incorporating a range of soft skills into their courses but are relying heavily on passive over active learning. The results could have implications for course and curriculum design.
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ElShaabany, Mona M. "Does Accounting and Finance Courses Enable Soft Skill Learning? A Mediation Study." World Journal of Education 11, no. 1 (February 12, 2021): 42. http://dx.doi.org/10.5430/wje.v11n1p42.
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Accounting and finance courses are critical to any management programs as they are relevant to other vocational courses. Does these courses help in improving soft skills also? This is a question which is not much probed in literature and is the focus of the study. The objective of the research is to analyze the effect of two independent variables (interest of students and their educational/professional background) on the soft skill learning in accounting and finance courses under the mediating effect of readiness for the course and the technical learnings from the course. The research is based on a survey of respondents from three stakeholders (students, faculty and professionals) and uses regressions to analyze single variable and multi variable mediations. The study found a suppression effect of interest of students on soft skill learning in the presence of technical learning. Also, soft skill learning was found to be positively affected by educational/professional background of students, readiness of students to take the course and technical learning, taken together. The findings of the study would enable business schools to prepare a better curriculum for enhanced learning in accounting and finance courses, which ultimately affects the three stakeholders.
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Yeardley, Timothy. "Training of new managers: why are we kidding ourselves?" Industrial and Commercial Training 49, no. 5 (June 5, 2017): 245–55. http://dx.doi.org/10.1108/ict-12-2016-0082.
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Purpose The purpose of this paper is to provide an update on a longitudinal research study that examines the content delivery of courses provided by private training providers (PTPs) for first level managers (FLMs). It measures, against a contemporary soft skill model, the relevance of “off the shelf” training which is aimed at FLMs managerial soft skills, as opposed to “technical” or “hard skill” training. The research has been carried out over three phases. The paper will critically compare and contrast the results and determine if there are any prevailing management paradigms in the content of the courses. Design/methodology/approach There were three key phases undertaken during the research. Phase 1 involved developing a multi-dimensional best practise core soft skills framework for professional managers. The second phase involved a pilot study conducted as desk research using various online and direct marketing channels in researching 45 PTPs first line manager courses in the UK over a period of two months during October to November 2011, and this exercise was repeated in phase 3 during February and March 2015 using a sample (20) of the same 45 PTPs. Both exercises involved comparing and contrasting the Core Soft Skills Framework to the PTP courses using thematic and coding techniques. Findings The studies have revealed surprising omissions and contrary positions when it comes to teaching FLMs non-technical skills. On some PTP courses there appeared contrary positions taken up on key managerial concepts such as leadership. In both research phases, “delegation” is an area which FLMs receive significant training. The activity of delegation is an example of top down management used to demonstrate command and control paradigms within the workplace, and fails to take into account todays cultural behavioural shifts. There is also a total lack of acknowledgement on the impact technology is having on a younger generation of managers interpersonal and intrapersonal skills. Research limitations/implications The best practise core soft skill framework is based on three key soft skill models which do not take into account soft skills for FLMs. These models do not presently exist. Both the initial study and 2015 follow-up are undertaken by desk research and the content marketing collateral as promoted by the PTPs. What actually happens on the courses themselves: broader management discussions, role play, sharing experiences, etc. cannot be evaluated as part of this research. No distinction has been made in the research with regard the length of the courses. Practical implications PTP FLM training is not irrelevant; it is necessary for managers. An issue is the training is pitched at concepts and skills which are too advanced for the FLM who are missing out on the basic non-technical skills. Without this fundamental introduction, it is teaching FLMs to run before they can walk. Of all the FLM courses now researched, there has only been one which covers all the soft skills identified in the framework. With so many core soft skills from the framework omitted from PTP FLM courses, how can FLMs be expected to grasp the basics of soft skills and apply them? Originality/value By breaking down the findings, this research can have considerable impact with regard the provision of training for new managers. It informs HR departments about the inconsistencies of new manager training between the providers, but it also highlights areas to new management which are not covered by the courses. For training providers it will act as a reminder that training courses need to be continually reviewed and redesigned to remain relevant as culture rapidly changes from a personal interaction society to a technology interaction society. As a result more emphasis needs to be placed on communication, teamwork, interaction type activities to build intuition and “nous”. Today’s young people are “streetwise” – in technology but not in personal relationships….
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Prasanta Kumar, Padhi, Singh Bidya, and Nayak Anwesha. "Integrating Soft Skill Training in Professional Courses for Sustainable Employment: An Overview." BOHR International Journal of Social Science and Humanities Research 1, no. 1 (2022): 17–24. http://dx.doi.org/10.54646/bijsshr.004.
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There has been a significant shift in the educational and employment scenario in recent years. Employers used to prioritize individuals with a strong academic record and relevant work experience, but today, persons with superior soft skills have surpassed them. It is typical to discover that graduating students lack the necessary abilities to work effectively in a corporate environment. Recruiters believe that new hires lack soft skills such as the capacity to effectively communicate, think creatively, solve problems independently, work well with others, and act professionally. This is one of the main reasons why many students, even those with relevant degrees, find it difficult to find work. This can lead to students questioning the practical worth of the many professional degrees that are offered in contemporary times. To close this gap, the field of training and development has developed a rapidly expanding and specialized sector known as “soft skill training.” Both technical and soft skill development are viewed as essential for an employee’s efficacy and success at work. Researchers claim that learning soft skills is more important and critical for professional development than learning technical abilities, and as a result, it is considered one of the most in-demand core talents for organization growth and development. The purpose of this article is to highlight some of the practical implications of soft skill training in bridging the gap between industry needs and curricular gaps. It also tries to look into the influence of soft skill training in terms of its importance, utility, and subsequent competence development.
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Md Yusof, Azizah, Norzilah Aziz, Nor Hasimah Ismail, and Mardzelah Makhsin. "The Role of Co-Curriculum in Enhancing Students’ Soft Skills: Communication Skills." World Journal of English Language 12, no. 2 (March 16, 2022): 215. http://dx.doi.org/10.5430/wjel.v12n2p215.
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This study attempts to highlight issues related to soft skills, namely communication skills among students of Universiti Utara Malaysia. Soft skills that include communication skills, problem solving skills, teamwork, leadership skills and social responsibility, are important elements that are highly emphasized and essential in addition to academic skills. The co-curriculum courses offered at ever public university in Malaysia, among others, aim to shape and develop the personality of students as well as provide them with various components of soft skills. Students with good soft skills will easily adapt to their working environment. Employers prioritize soft skills especially communication skills and social responsibility in employees’ selection sessions. Thus, this study was conducted with a major focus on communication skills. The three objectives of this study are to identify the level of communication skills among UUM students; to identify the significance of co-curriculum courses in influencing students’ communication skills and to identify the role of attitude in improving communication skills among UUM students. The primary data were gathered using questionnaires distributed to UUM students who are undertaking co-curriculum courses. The data will then be analyzed using Structured Equation Model (SEM), as well as descriptive analysis. A communication indexes has also been developed to identify the level of communication skills among UUM students. The findings show that the communication index for UUM students were between 0.70 (lowest score) and 0.78 (highest score) and the average score is 0.74. The score is normal since the value is above 0.5. Both the independent variables; co-curriculum courses and attitude were positively significant in developing students’ communication skills in UUM at the significant level of less than five percent.
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Agung M, Erika, Septi Fitrah N, and Mudhawaroh Mudhawaroh. "IMPROVEMENT OF SOFT SKILLS THROUGH COOPERATIVE LEARNING METHOD (JIGSAW) IN COURSES OF MIDWIFERY CARE EMERGENCY ON MATERNAL AND NEONATAL." Volume 2 Issue 3 2, no. 3 (July 15, 2018): 45–50. http://dx.doi.org/10.31674/mjmr.2018.v02i03.006.
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Being a professional midwife in the future is not enough to have good hard skills, but also a good soft skill, and for students to have good soft skills, a proper learning method is required, and the lecturer has an important role in determining the learning method. The purpose of this research is to know the method of learning that can improve students’ soft skills on Maternal and Neonatal Emergency Care. The method in this research is Classroom Action Research which measure soft skills of students DIII midwifery. The attributed used soft skills consisted of 15 items. The population of this research is the students of DIII Midwifery of PEMKAB Jombang Institute of Health Science semester IV who follow the Subject of care of Midwifery Emergency Maternal and Neonatal care, which are number 43 respondents. Sampling used is total sampling Method of data collection in this research is lecturers apply three kinds of learning method in 3 times meeting: conventional method, Case Based learning and Cooperative Learning (Jigsaw).The results of this study shows that the case-based learning method is better than the conventional method in improving the soft skills of DIII Midwifery students., cooperative learning (jigsaw) is better than conventional methods in improving the soft skills of DIII midwifery students. There is no significant difference between case based learning method and cooperative learning method (jigsaw).Thus cooperative learning is an appropriate method for midwives students because it is proven to improve students’ soft skills.
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Mullins, Tara Z. "Do Dance Majors Need Entrepreneurial Skills?" Journal of Arts Entrepreneurship Education 2, no. 1 (October 16, 2020): 42–47. http://dx.doi.org/10.46776/jaee.v2.55.
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Dance majors take courses in technique, history, theory, choreography and production, but do not often take entrepreneurship-based classes. It might be said that if dance majors wish to be dance entrepreneurs or business owners, they should supplement their education with specific courses/certificates/degrees that teach those skills. It could be argued, however, that all dancers need these skills to have a sustainable career. Looking at the dance industry from the vantage point of a 25-year career, I wonder: Are we cheating dance students and the dance industry by not consistently incorporating entrepreneurial skills into a formal dance curriculum? This opinion paper delves into this very question. I sent an online survey to dance studio and company owners to evaluate the hard and soft skills they are seeing from current and potential employees with dance degrees. I also provide a brief overview of degree plans in the nation’s top dance programs. The results of the survey suggested a gap in both hard and soft skills needed to be an entrepreneur. The results of the overview indicated that few departments have robust required offerings in career/marketing/entrepreneurship-based performing arts courses. These findings are a springboard for further research and conversation regarding whether there is a need for entrepreneurship-based courses in dance majors’ course of study.
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Poon, Joanna. "Do real estate courses sufficiently develop graduates’ employability skills? Perspectives from multiple stakeholders." Education + Training 56, no. 6 (August 5, 2014): 562–81. http://dx.doi.org/10.1108/et-06-2013-0074.
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Purpose – The purpose of this paper is to investigate whether Royal Institution of Chartered Surveyors (RICS) accredited real estate courses in the UK have equipped real estate graduates with sufficient relevant employability skills to embark on a career in the profession. This paper considers the perspectives of four stakeholders – employers, human resource managers, graduates and course directors of RICS-accredited real estate courses – in the UK. Design/methodology/approach – The results of a mixed-methods study, involving two online surveys with real estate employers and recent graduates of RICS-accredited real estate courses, and two sets of interviews with human resource managers of real estate surveying firms and course directors of RICS-accredited real estate courses, are presented. Findings – The employers and graduates of the RICS-accredited real estate courses do not think the courses sufficiently equip graduates’ with employability skills. On the other hand, the human resource managers are very impressed with graduates’ technical skills but have concerns about their soft skills and attributes. Human resource managers and course directors of RICS real estate courses commented that commercial awareness is an important employability skill but graduates are not well developed in this area. Course directors also noted that practical experience is vital to employability, commenting that students can only obtain real-life practical experience if employers offer them opportunities. Originality/value – This paper makes an original contribution to the existing literature on employability skills for real estate graduates. It describes pioneering research considering the perspectives of four types of stakeholders and evaluates whether real estate courses sufficiently develop graduates’ employability skills.
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Richter, Brantlee Spakes, Anissa Poleatewich, Maya Hayslett, and Kathryn Stofer. "Finding the Gaps: An Assessment of Concepts, Skills, and Employer Expectations for Plant Pathology Foundational Courses." Plant Disease 102, no. 10 (October 2018): 1883–98. http://dx.doi.org/10.1094/pdis-11-17-1845-fe.
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Foundational plant pathology courses, taught at the undergraduate level, serve students from a wide array of disciplines, and for most will be the only plant pathology course taken. This work examined the content, skills, and delivery modes of undergraduate plant pathology courses at a national scale, and assessed employer expectations for these courses and for students entering the workforce with degrees in plant science-related disciplines. While content knowledge coverage among plant pathology courses was generally consistent and aligned well with employers’ knowledge expectations, delivery modes and skill development components were more variable and less aligned. Significant gaps were found between skills expected by employers and those emphasized by instructors, particularly in the areas of general laboratory skills (e.g., media preparation, molecular techniques, microscopy, and competence with other lab equipment) and recognition of plant problems that are not caused by pathogens. Employers also emphasized the value of (and frequent lack of) critical soft skills, such as teamwork, adaptability, communication, writing, and critical thinking. Results of this study will provide a foundation for course and curriculum development and evaluations. Recommendations are also discussed for enhanced interactions among educators and employers outside of academia.
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Weedon, Elisabet, and Lyn Tett. "Plugging a gap? Soft skills courses and learning for work." International Journal of Lifelong Education 32, no. 6 (November 2013): 724–40. http://dx.doi.org/10.1080/02601370.2013.773572.
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Kovacs, Ildiko. "Digital Marketing Soft Skills and University Students’ Perceptions of Employability." GiLE Journal of Skills Development 1, no. 1 (March 9, 2021): 25–36. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp25-36.
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Over the past several decades, the digital transformation of businesses has revolutionized the role of the digital marketing environment within organizations. Consumer behaviour has also fundamentally changed, affecting important requirements for marketing professionals, and therefore, new hard and soft skills are needed to become successful. In digital marketing, basic soft skills are increasingly becoming more valued by employers and are relevant factors affecting employability. Business graduate students need to develop appropriate skills to succeed in their career and to have a right balance of skills. The aim of the study is to explore the gap between the most relevant digital marketing employability skillset and the perceptions of graduate university students based on the analytics of previous managerial quantitative research and the findings of the current research. A quantitative study was conducted to explore the perceived importance of soft skills related to employability and the difference between students work experience. The demand of soft skills courses focusing on Massive Open Online Courses (MOOCs) demand was examined focusing on the most relevant soft skills in digital marketing. Key findings of the research explored categories of the perceived importance of soft skills and differences between working students and their perceived skills and the usage of MOOCs. Implications of the results for further academic research is to explore gaps between students’ perceptions of soft skills according to employability research on managerial requirements.
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Mohd Shaharanee, Izwan Nizal, Jastini Mohd Jamil, Hussin Abdullah, and Azlizan Taib. "INCULCATION OF SOFT SKILLS THROUGH CREDITED CO-CURRICULAR ACTIVITIES AMONG STUDENTS." International Journal of Education, Psychology and Counseling 6, no. 44 (December 1, 2021): 30–37. http://dx.doi.org/10.35631/ijepc.644003.
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Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious, based on a firm belief in and devotion to God. This aspiration will not be successful if the emphasis is only given to academic excellence alone. Therefore, the co-curricular activities should also be embedded towards Higher Education Institutions (HEI) students in cultivating soft skill. Various co-curricular activities have been implemented at the university to offer valuable soft skills to students. But it is still a question how these soft skills are implemented, and how are the students' acceptance and understanding of the soft skills applied. Therefore, this study has been conducted to identify the effectiveness of students' soft skills after completing co-curricular activities. A questionnaire involving a total of 669 students was analysed. The result indicated the effectiveness of soft skills embedded within the co-curricular activities is high, with an average value of 5 (Likert Scale 1-7). However, some improvements are required to increase the effectiveness of soft skills to students. Co-curricular instructors/trainers need to have proper training on integrating soft skill in their courses. Providing good guidelines is vital to help the instructors/trainers develop suitable co-curricular activities for teaching delivery and evaluation. The instructors/trainers need to explain to students what soft skills they can obtain for each activity implemented. Additionally, to ensure students acquire the soft skill, they need to reflect on what they have learned and practices during co-curricular activities.
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Radovanović, Aleksandra, and Aleksandra Mitrović. "Education for employability in the health tourism industry: A contribution of English language courses to soft skills development." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 3 (2022): 87–104. http://dx.doi.org/10.5937/zrffp52-28547.
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Along with the growing demands on the tourism and hospitality market, soft skills have been increasingly stated as the main prerequisites for employability. Therefore, this study set out to investigate the health tourism students' perceptions of the soft skills they possess with an emphasis on the contribution of English language courses to their development. The data were collected employing the tailor-made questionnaire which addressed 12 soft skills deemed the most necessary for the inclusion in the (health) tourism labour market. Students perceived their soft skills to be at an average to a moderately high level of development. Likewise, an average to a moderately high level of the contribution of English language instruction was noted. These findings indicate that there is much room for improvement and can be informative for various stakeholders in the education process. On the one hand, the study has revealed that the language courses have a favourable impact on soft skills development, and on the other, it has produced a relatively good representation of the enhancements to be made in this regard.
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Vardell, Emily, and Sarah Beth Nelson. "Teaching Reference Interview Skills with Improv." Journal of Education for Library and Information Science 63, no. 1 (January 1, 2022): 38–56. http://dx.doi.org/10.3138/jelis-2020-0098.
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This study explores the use of improv guidelines and exercises to explore best practices for the provision of reference services. Existing literature indicates that improv skills have applications in many areas of life, are being used in the higher education classroom, and are being used in libraries. The literature supports the idea that improv exercises could be used to teach reference interview skills. Understanding that soft skills are important for reference librarians, but are not always covered in reference courses, the authors sought to experiment with using improv in class. One of the authors included improv activities during one class meeting of the reference course during three sections over two semesters. During the first semester, the class met face-to-face. During the second semester, the two classes met synchronously online, due to COVID-19. Student feedback collected immediately after the improv activities supports using improv as an innovative teaching approach for encouraging graduate library students to engage with the soft skills needed for effective reference services.
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Kudryavtseva, O. M. "FORMING "SOFT SKILLS" IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE TO THE STUDENTS OF NON-LINGUISTIC DEGREE COURSES." Educational Psychology in Polycultural Space 56, no. 4 (2021): 49–57. http://dx.doi.org/10.24888/2073-8439-2021-56-4-49-57.
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The article substantiates the need of teaching "soft" skills to students of non-linguistic degree courses in accordance with the modern requirements of society. Nowadays possession of academic and professional skills is not enough for a successful career. The economy of the new information technology level makes special demands on university graduates. He/she must be a versatile personality, navigate the information space, be able to find the necessary information and subject it to critical analysis; be ready to work in the context of intercultural interaction. Soft skills are of particular importance. A foreign language as an academic discipline has the certain opportunities for forming and developing “soft” skills which are necessary for the successful mastering of the chosen profession. In this regard it is proposed to include the work on forming soft skills in the foreign language teaching of students of non-linguistic degree courses. Based on the analysis of the concept of “soft” skills and the specifics of professional activity in the chosen areas of training “Social work”, “Psychological and pedagogical education” and “Special (defectological) education”, the author identified two groups of “soft” skills that need to be taught to students in a foreign language classes. These are the skills that contribute to personal development and significant for future professional activities and the skills that characterize relationships with other people. The article proposes a step-by-step method of work on forming of these groups of “soft” skills in the process of a foreign language teaching. The author proposes the following stages: informational and introductory, practical and control. A system of exercises has been selected, the communication situations have been simulated, and topics of project work have been presented for each stage.
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Hrona, Nataliia, Olena Vyshnyk, and Iryna Pinchuk. "Soft Skills Development in Future Primary School Teacher’s Training." Educational Challenges 27, no. 2 (October 17, 2022): 79–90. http://dx.doi.org/10.34142/2709-7986.2022.27.2.06.
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The article deals with the importance of having soft skills nowadays. Through the analysis and synthesis of scientific and methodical sources, it was found that soft skills are flexible, sometimes non-special, acme competencies for the successful performance of professional duties.
The purpose of the article is to reveal the content and the conditions for soft skill development in the process of training future primary school teachers, in particular, during the Ukrainian language teaching methods.
To reach the purpose of the article, a set of research methods was used: theoretical: analysis of linguistic, educational, psychological, and methodical literature on the problems; synthesis, generalization, comparison; studying the work experience of higher education institutions teachers, defining the conceptual apparatus of research; empirical: observation and analysis of pedagogical phenomena and processes, collective and individual conversations with the aim of identifying the main contradictions and shortcomings in the content, teaching methods to identify the problems of soft skills formation in the process of learning the Ukrainian language teaching methods.
Results. It was determined that the term “soft skills” in the context of training a future primary school teacher is considered as a set of personal skills aimed at developing successful, productive learning of primary school pupils, the ability to communicate effectively with direct participants during the educational process (pupils) and indirect participants (colleagues, administration, pupils’ parents).
It has been proven that the new communicative environment enables the productive organization of the educational process participants, encourages creativity by means of developing the potential of methodological techniques, and operations in the form of various documents (working materials) aimed at obtaining the information with a powerful didactic resource for studying professional courses. The analysis of the professional standard “Teacher of the primary school of a general secondary education institution”, which was developed on the basis of the working functions of a teacher and involves a review of attitudes towards professional qualities and changes in stereotypes of the professional development, made it possible to identify a number of soft skills that must be formed in accordance with teacher’s working functions.
It has been found that soft skills include leadership qualities and the ability to work in a team, the ability to teach and negotiate, set and complete tasks, time management, purposefulness, effective communication skills, presentation skills, stress resistance, creativity and analytical abilities.
The attention is focused on the communicative aspect of soft skills. An employee with strong interpersonal communication skills can formulate his needs and expectations from the team and environment and listen carefully to others. She/he should communicate with the participants of the educational process in such a way that everyone has the feeling that he was heard and understood, and even the refusal was done professionally, without leaving a residue of indifference and hostility. The exercises and tasks for forming soft skills during the course of Ukrainian language teaching methods are offered.
Conclusions. The necessity of updating the content of educational programs and courses of the specialty 013 “Primary education” to further develop future primary school teachers’ soft skills is proven since their professional and personal success depends on soft skills formation.
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Daly, Svetlana, Katrina J. Phillips, and Clare M. McCann. "Teaching and Assessing Soft Skills for Health and Education Professionals: A Scoping Review." Advances in Social Science and Culture 4, no. 3 (July 29, 2022): p39. http://dx.doi.org/10.22158/assc.v4n3p39.
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Soft skills are a collection of abilities instrumental to one being a successful professional. Soft skills are knowing why, what, when, and where to perform specific technical, hard skills. Traditionally, universities and other professional training providers have focused on teaching hard skills, relying on graduates to learn necessary soft skills on the job or through personal experiences. With more professional training requiring tertiary education and less work experience, a skills gap has developed between labour markets and professional training providers. A scoping review was conducted to answer two research questions: How are soft skills conceptualised and taught to health and education professionals? How are soft skills assessed for health and education professionals? The PAGER framework was utilised to present and synthesise the scoping review results. Eight themes emerged from the patterning analysis and data synthesis: Lack of definitions of soft skills; What soft skills are taught; Methods of teaching soft skills; Curriculum: Embedded vs. stand-alone courses; Use of digital tools; Assessment of soft skills; Variation of assessment tools; Limited regard for cultural competency, diversity, equality, and inclusion. These themes are discussed in relation to advances, gaps, evidence for practice, and research recommendations.
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De Pietro, Orlando, and Natalia Altomari. "A Tool to Measure Teachers’ Soft Skills: Results of a Pilot Study." Advances in Social Science and Culture 1, no. 2 (December 19, 2019): p245. http://dx.doi.org/10.22158/assc.v1n2p245.
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Soft Skills are a set of skills of fundamental importance in the performance of work activities; they are not technical or specific skills but are strongly related to personal qualities and attitudes and social and management skills. Due to their intangibility, some of them are difficult to recognize, quantify, evaluate and develop. The acquisition of such skills for teachers is indispensable to successfully address different contextual situations (Schulz, 2008). Soft Skills are necessary to interpret and understand complex situations, also in order to design training courses that enhance the personal qualities of the students. (Ngang, Yie, & Shahid, 2015). Our study aims to develop a tool capable of measuring the Soft Skills needed to effectively carry out the teaching profession, in order to promote activities aimed at strengthening them in the training courses: initial and in itinere. This paper presents the structure of the instrument, the sample to which it was administered, the descriptive statistics and indices of normality relating to the subdimensions of the questionnaire and, therefore, the analysis of the items and reliability.
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Mehta, Silpha, and Lena Magdalena. "Education 4.0: Online Learning Management Using Education Smart Courses." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 4, no. 1 (September 30, 2022): 70–76. http://dx.doi.org/10.34306/itsdi.v4i1.572.
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The number of students at tertiary and domestic universities rises as a result of evolving educational practices.However, in several Indonesian universities, this development has not been matched by an equalization of the course digitization system that can form soft skills and hard skills. As a result, there are gaps for instructors and students who want to form skills in these areas. Education Smart Courses (E-Scores) can solve the issues in education that arise when courses are gamified by developing a platform using sophisticated blockchain technology.The business model method of CANVA and TKT was then used in this study to systematically measure technological development.The advantages of Education Smart Courses (E-Scores), Blockchain-based innovations that academics can easily access, and gamification in educational courses, with the hope that prototypes will become more valuable and be developed in order to be able to provide better change.
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Idrus, Hairuzila, and Muhammad Ridhuan Tony Lim Abdullah. "Implementation of PBL to enhance the soft skills of engineering students." SHS Web of Conferences 53 (2018): 03008. http://dx.doi.org/10.1051/shsconf/20185303008.
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The objective of this paper is to look into the implementation of PBL in the teaching of engineering courses to enhance the students’ ability in soft skills. The importance of soft skills has been acknowledged in most occupations and many organizations make selection and performance evaluation decisions based in part on employees’ soft skills. Problem Based Learning (PBL) is a pedagogical approach that has the potential to harness students’ ability in soft skills. Thus, this study looks into the implementation of PBL at a private university in Malaysia based on the lecturers’ industry experience, teaching experience and the engineering program they are in. A set of questionnaire is given to 90 lecturers teaching engineering courses to gauge the extent to which PBL is employed by the lecturers. An independent-samples t-test was conducted to compare the mean scores of the two groups which were the lecturers with industry experience and the ones without industry experience on the teaching approaches employed by them. A one-way between-groups analysis of variance (ANOVA) is conducted to explore the teaching methods employed by lecturers of different years of teaching experience and engineering programs. The analysis showed that 77.7 % of the lecturers prefer to employ problem-based learning (PBL) in their teaching of engineering courses. The results also revealed that the preference stayed constant in relation to the lecturers’ experience with the industry, years of teaching experience and the engineering program they are in. Thus, this illustrates that the lecturers prefer to employ student-cantered approach which lead to producing students with better soft skills like critical thinking. Similar patterns appeared in relations to the comparison by years of teaching experience, where lecturers with 6-10 years of teaching experience highly employed PBL. On the comparison by engineering program, lecturers from Chemical engineering (CE) program show the most frequently usage of PBL. The study also found that the soft skills that could be enhanced through PBL are critical thinking and problem solving skills, communication skills and teamwork skills.
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PALPANADAN, SARALA THULASI, Ros Eliana Ahmad Zuki, and Azhari Mariani. "TVET STUDENT TEACHERS’ SOFT SKILL PROFILE OF COMPUTER AIDED DESIGN (CAD) COURSES AT MALAYSIAN TEACHER EDUCATION INSTITUTE." Open Journal of Science and Technology 3, no. 4 (December 29, 2020): 355–63. http://dx.doi.org/10.31580/ojst.v3i4.1622.
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Soft skills are very much needed and have to be mastered in improving the self-performance of all graduates. The imbalance between academic curriculum and soft skills can also affect the quality of student teachers. A pilot study was also conducted to identify the level of mastery of soft skills (critical thinking and problem solving skills) of Technical and Vocational Education and Training (TVET) student teachers through learning Computer Aided Design (CAD) course using a self-developed profile. Thus, the aim of this study was to validate the developed profile. A quantitative method was employed where questionnaires were distributed for data collection. 37 TVET student teachers were involved in this study. Descriptive statistics using statistical packages for the social science version 25.0 (SPSS version 25.0) were adopted for data analyses. The value of cronbach alpha obtained for the instrument used was 0.974 which was considered high. In addition, the Kappa value obtained was 0.972, indicating a very good agreement from the 3 experts. The findings revealed that participants’ mean scores for critical thinking and problem solving skills were 3.439 and 3.437 respectively which revealed that the student teachers were having moderate levels of soft skills. Hence, this study is important and relevant in helping to validate the instrument developed that can be utilised by the lecturers to gain feedback on the mastery level of soft skills among TVET student teachers. Besides, the findings of this study can be implemented for TVET student teachers at other Teachers Training Institute or other institutions.
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Yu, Liguo. "Experience Teaching Introductory Programming Courses." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 1 (January 2016): 40–53. http://dx.doi.org/10.4018/ijqaete.2016010104.
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This paper describes the teaching methods and teaching experiences of an instructor who has been teaching computer science freshmen for more than ten years. Problem-based learning has been used in introductory programming courses to enhance the quality of learning. The common problem in introductory programming courses is that instructors quite often focus mainly on programming language syntax and usage but ignore the real world applications of these language features. Accordingly, students are likely to find out that it is difficult to apply their programming skills on solving complex problems in their high level courses. Through introducing problem-based learning in introductory programming courses, students not only could obtain experience of dealing with complex problems, but also could practice other soft skills, such as team working skills, which could better prepare them for junior and senior level coursework and capstone projects. In addition, other philosophy issues related to teaching introductory courses are discussed and tentative solutions are presented.
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Bhandari, Udbodh, Malati Rana, Niranjan Devkota, Seeprata Parajuli, and Udaya Poudel. "Status of Professional Skills in MBA Graduates, Its Challenges, and Way Forward in Kathmandu Valley: Evidence from Professional Skill Index." International Journal of Finance Research 2, no. 1 (August 12, 2021): 24–36. http://dx.doi.org/10.47747/ijfr.v2i1.304.
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Today's MBA courses are continuous preparation-based teaching-learning practice to meet the requirements that industries expect from MBA graduates and further enhance their skills and knowledge that would aid them to fit in the job market. Thus, this study tries to assess the status of professional skills in MBA graduates, its challenges, and the way forward with the help of a professional skill index. Based on descriptive analysis, this study is conducted among 280 employers who employ MBA graduates, and a structured questionnaire was applied to collect information. The purposive sampling method was used to select the samples of 280. The study is conducted in Kathmandu valley as many MBA colleges and banks, finance companies, insurance companies, industries, and many private companies are located in Kathmandu valley. So, the graduates also choose Kathmandu valley in the maximum number to pursue their further career. The study's findings revealed that professional skills are generally looked up into hard skills and soft skills, and 100% of organizations look for professional skills possessed by candidates while hiring them. However, they give 100% attention to soft skills possessed by MBA graduates and 99.2% attention to hard skills possessed. In soft skills, an organization thinks communication skills are must by graduates, whereas they prioritize typing skills hard skill. Therefore, this study concludes that MBA students and colleges should focus on enhancing graduates' communication skills. Likewise, being in today's computerized business world typing skill is a must for graduates. Finally, MBA graduates must develop professional attributes among themselves to fit in today's job market
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Chang, Jen-Chia, Hsiao-Fang Shih, and Fan-Ru Liao. "The impact of industry-oriented capstone courses on the employability of EECS students in technological universities." Education + Training 64, no. 2 (December 7, 2021): 290–303. http://dx.doi.org/10.1108/et-04-2021-0129.
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PurposeThis study used the industry-oriented capstone course to increase the employability of electrical engineering and computer science (EECS) students in technological university.Design/methodology/approachIn this study, EECS students were selected and divided into groups, and the non-equivalent pretest–posttest quasi-experimental research method was adopted.FindingsIndustry-oriented capstone courses can improve students' employability, especially general ability, behaviour and attitude.Practical implicationsThe results of this study and many other studies show that capstone courses are helpful for the soft skills of students.Originality/valueThis study provides evidence that industry-oriented capstone courses can improve EECS students' employability.
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Hasanah et al.,, Hasanah et al ,. "Soft Skills Integrated Learning Model in Electronic Practice Courses in Higher Education." International Journal of Mechanical and Production Engineering Research and Development 10, no. 3 (2020): 13849–60. http://dx.doi.org/10.24247/ijmperdjun20201320.
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Riahi, Sara. "Strengthening the Teaching of Soft Skills in the Pedagogical Architecture of Moroccan Universities." International Journal of Engineering Pedagogy (iJEP) 12, no. 4 (July 26, 2022): 47–62. http://dx.doi.org/10.3991/ijep.v12i4.22329.
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The objective of this article is to initially build indicators that can measure the soft skills of students from Moroccan universities and to study the degree of homogeneity of these soft skills between students from different fields, then to study the correlation links that may exist between these soft skills. Our study has shown that communication is correlated with other soft skills, namely risk aversion, perseverance, self-esteem and sociability. Hence the interest of intervening in the training of students and the provision of the educational resources necessary to strengthen their soft skills such as the deployment of training workshops, as part of the activities of career centers and skills certification via partnerships with the Economic, Social and Environmental Council, which aims to develop the exchange of experiences and data and to mutually benefit, as well as with other cultural, scientific and foreign partners in order to support the reform of the Bachelor's cycle and the revision of the pedagogical architecture that results from it. The objective is to facilitate professional integration and promote the employability of young graduates of Moroccan universities. The construction of soft skills curricula, the training of trainers for teaching and the development of soft skills modules, the development of the educational tools necessary for the teaching of soft skills, training in the creation of online courses on soft skills are among the priority areas.
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Sri Suryanti, Hera Heru, and Siti Supeni. "A Problem Based Learning (PBL) Model in Developing Students' Soft Skills Aspect." International Journal of Higher Education 8, no. 8 (December 23, 2019): 62. http://dx.doi.org/10.5430/ijhe.v8n8p62.
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This study aims to find out how to improve students' soft skills through Problem-Based Learning (PBL) of Educational Sciences in order to prepare superior Human Resources (HR). This research is qualitative research, the research subjects are students of the First Semester Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Private University in Solo Raya. The object of research is the improvement of students' soft skills through PBL of Education Science courses in order to prepare for Superior HR. Data collection using interviews, observation, documentation, and test methods. The validity of the data uses method triangulation, source triangulation, and perseverance of observation. Analysis of the data using qualitative analysis. The results showed that PBL courses in education can improve students' soft skills which include aspects of self-awareness, trust, adaptability, critical thinking, organizational awareness, attitude, initiative, empathy, integrity, self-control, leadership, problem-solving, risk-taking, and Time management, in order to prepare superior HR.
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Nguyen Thu, Trang, and Linh Nguyen Tu. "Research on the current situation and training demand of soft skills for the students of Hanoi National University of Education." Journal of Science Educational Science 67, no. 2 (April 2022): 122–31. http://dx.doi.org/10.18173/2354-1075.2022-0029.
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In the context of the country's economic development and deep integration, the role of soft skills is more and more appreciated, especially for pedagogical students in general and students of Hanoi National University of Education in particular. Soft skills not only help pedagogical students in the learning process but also bring great value to the development of a teacher's career in the future. Therefore, the training and practice of soft skills are increasingly focused. Using the sociological survey method to survey 103 students of Hanoi National University of Education, mainly third and fourth years (courses 69 and 68), the report analyzed the current situation, training needs, and then proposed some solutions to improve the quality of soft skills training for pedagogical students.
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Esa, Ahmad, Suhaili Padil, Asri Selamat, and Mohammad Talha Mohamed Idris. "SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics." International Education Studies 8, no. 11 (October 28, 2015): 204. http://dx.doi.org/10.5539/ies.v8n11p204.
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<p class="apa">Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant knowledge among lecturers in order to identify appropriate ways and methods in the process of teaching and learning is one of the causes of lack in soft skills application. This study aims to identify the suitable teaching methods for the application of soft skills in the engineering programs for engineering students in Malaysian polytechnics. 488 students and 332 lecturers in engineering courses at the polytechnic had been questioned using questionnaires and interviews. The results showed that there is a relationship between the level of application of soft skills element with the teaching & learning methods used by lecturers. Based on these relationships, researchers had produced <em>SoSTeM </em>model as the model of application of soft skills for engineering students. Researchers also discovered that the use of teaching & learning methods for applying soft skills in engineering programs vary according to the elements of soft skills.</p>
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Börner, Katy, Olga Scrivner, Mike Gallant, Shutian Ma, Xiaozhong Liu, Keith Chewning, Lingfei Wu, and James A. Evans. "Skill discrepancies between research, education, and jobs reveal the critical need to supply soft skills for the data economy." Proceedings of the National Academy of Sciences 115, no. 50 (December 10, 2018): 12630–37. http://dx.doi.org/10.1073/pnas.1804247115.
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Rapid research progress in science and technology (S&T) and continuously shifting workforce needs exert pressure on each other and on the educational and training systems that link them. Higher education institutions aim to equip new generations of students with skills and expertise relevant to workforce participation for decades to come, but their offerings sometimes misalign with commercial needs and new techniques forged at the frontiers of research. Here, we analyze and visualize the dynamic skill (mis-)alignment between academic push, industry pull, and educational offerings, paying special attention to the rapidly emerging areas of data science and data engineering (DS/DE). The visualizations and computational models presented here can help key decision makers understand the evolving structure of skills so that they can craft educational programs that serve workforce needs. Our study uses millions of publications, course syllabi, and job advertisements published between 2010 and 2016. We show how courses mediate between research and jobs. We also discover responsiveness in the academic, educational, and industrial system in how skill demands from industry are as likely to drive skill attention in research as the converse. Finally, we reveal the increasing importance of uniquely human skills, such as communication, negotiation, and persuasion. These skills are currently underexamined in research and undersupplied through education for the labor market. In an increasingly data-driven economy, the demand for “soft” social skills, like teamwork and communication, increase with greater demand for “hard” technical skills and tools.
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Nasir, Muhammad. "Curriculum Characteristics of Madrasah Aliyah in East Kalimantan." Dinamika Ilmu 20, no. 1 (June 29, 2020): 95–105. http://dx.doi.org/10.21093/di.v20i1.2215.
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This research is aimed to investigate characteristics of curriculum used by Madrasah Aliyah in Samarinda, East Kalimantan. Specifically, document analysis and interview were used to capture the characteristics of curriculum particularly in terms of its structure and development procedures. This research was done in four different Madrasah Aliyah in Samarinda i.e. Madrasah Aliyah (MAN) 2, Madrasah Aliyah (MA) Darul Ihsan, Madrasah Aliyah (MA) Al-Mujahidin, and Madrasah Aliyah (MA) An-Nur. The findings in this research indicate that all Madrasah Aliyah researched in this study have conducted suitable curriculum implementation which is in accordance with Indonesian Educational National Standards that include four aspects i.e. 1) subject course which is divided into compulsory and elective courses; b) local course which include local course programs and values; c) soft skills which contain enforcement of students’ interest such as in the area of language study, arts, sports, and theology; and d) life skills which comprise scouting program and special skills. In addition, the structure of curriculum of all Madrasah Aliyah in this study already contained the main objective of a proper curriculum including course subject, local course, soft skills, life skills, decent spiritual and social behaviors, and special skills. Finally, the future implication is provided in discussion part of the research.
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Xie, Qing. "Applying Problem-Based Approach in Business English Courses for China’s English Majors." SAGE Open 12, no. 2 (April 2022): 215824402210933. http://dx.doi.org/10.1177/21582440221093349.
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To enhance pedagogical innovation, the study reports on an investigative study using surveys and teacher participant observation of 121 English-major undergraduates about using problem-based approach under active learning framework in business English teaching, learning outcomes, and suggestions for the teaching and learning process to cultivate professional soft skills. Based on quantitative and qualitative data analysis, the study found that the problem-based approach should focus on business English communication skills development. The study also found that participants preferred problems related to recruiting and marketing. The participants commented positively on the effectiveness of the problem-based approach and reported personal gains in soft skills. To refine the problem-based approach, the participants suggested having more diverse problems and activities, more time, and higher-quality group discussion. Follow-up problem-based activities should include more personal reflections, extended practice activities, learning materials, and teacher feedback. The study suggests strategies for implementing problem-based approach applicable for both Chinese and international contexts.
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Marturano, Antonio. "La leadership in medicina: soft skills e valori morali / Leadership in medicine: linking soft skills to moral values." Medicina e Morale 66, no. 5 (December 20, 2017): 633–42. http://dx.doi.org/10.4081/mem.2017.511.
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La leadership medica è, in Italia, ancora un campo poco esplorato. Benché questo argomento rivesta una importanza sempre maggiore negli studi medici in tutto il mondo, il suo impatto negli studi accademici italiani è limitato al settore della assistenza infermieristica e solo pochi corsi universitari sono disponibili per coloro che volessero specializzarsi sull’argomento. Nella vastissima letteratura mondiale emerge che la leadership in medicina è equivalente al possesso di abilità legate alle soft skill; in Italia, invece, si tende ancora a favorire un punto di vista che lega la leadership a abilità tecniche. In questo lavoro proporremo di indirizzare il problema della leadership medica in modo più generale; infatti, la crescente complessità del lavoro direzionale in medicina pone nuove sfide alla professione medica, la quale richiede non solo il possesso di soft skill ma anche abilità nella implementazione di valori organizzativi, sociali e professionali che necessitano una maggiore consapevolezza morale basata sulla cosiddetta leadership trasformativa. ---------- Leadership in medicine is still an underexplored field in Italy; while this topic is of increasing global importance in healthcare, its impact in Italian academia is still limited to nursing and only few courses are available. Worldwide, leadership in healthcare is equate to possessing soft skills abilities; on the contrary, in Italy healthcare scholars still link leadership to technical abilities. In this paper, we will propose to address the problem of leadership in medicine more generally: the increasing complexity of management activites in healthcare poses new challenges to the medical profession, which actually requires not only possession of soft skills but also abilities in the implementation of organizational, societal and professional values which need a moral awareness based on transforming leadership.
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Macianskiene, Nemira. "Development Of Transversal Skills In Content And Language Integrated Learning Classes." European Scientific Journal, ESJ 12, no. 1 (January 29, 2016): 129. http://dx.doi.org/10.19044/esj.2016.v12n1p129.
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The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.
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Chen, LieHuo, Qiang Liu, and XiaoGuang Sun. "PTBL." International Journal of Information Systems in the Service Sector 5, no. 3 (July 2013): 63–84. http://dx.doi.org/10.4018/jisss.2013070105.
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With software projects are becoming increasingly complicated, soft skills such as collaboration, effective communication, rhetoric, socio-cultural, accountabilities and collision resolution in real-life software projects, as well as computer programming are badly required for team members to cooperate and finish the strenuous projects. Therefore it is fundamental for software engineering students to improve such skills, if they want to accelerate the success of teamwork. Nowadays, the ability of effective cooperation and communication is much more important than raw programming talent. Teams with average programmers who communicate well are more likely to success than those with superstars but not good at communication. At the same time, these soft skills are just difficult to teach and learn which require true collaboration and communication between students. The traditional learning activities for training soft skills are insufficient based on the facts that teachers and mentors pay too much attention on professional and technical abilities instead of soft skills. In this paper, a novel learning model called Problem and Task Based Learning is proposed which includes Problem-Based Learning, Task-Based Learning, and Web3D technologies. This new model could elevate the teamwork skills in software engineering and overcome the common limitations of the traditional course. This paper also presents two courses using this learning model-a Task-game course and a virtual 3D meeting, as well as some experimental results obtained from the students and the teachers who have participated in the two case studies. Both students and teachers are from Software Engineering Department of Tsinghua University.
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Zakaria, Siti Kausar, Norzaini Azman, Ruslin Amir, and Mohd Noor Daud. "Tahap Penguasaan Kemahiran Insaniah Pelajar Pengajian Islam." Ulum Islamiyyah 19 (January 1, 2017): 89–108. http://dx.doi.org/10.33102/uij.vol19no.49.
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The study is a descriptive survey study that aims to see the level of soft skills among Islamic Studies students’ courses. A total of 346 samples from a population of 955 students in Bachelor courses of Islamic Studies from a public university participated in the study. Seven attributes of soft skills (soft skills) for university students as outlined by the Ministry of Higher Education Malaysia (MOHE) which include communication skills, leadership, teamwork, critical thinking and problem solving, lifelong learning, entrepreneurship and professional skills moral ethics were adopted. Data for this study were collected through a questionnaire and analyzed using SPSS version 17.0. Min analysis shows that students master the six constituents of soft skills at a high level unless entrepreneurial skills at moderate level. The highest skill mastered was teamwork skills, followed by learning skills and information management skills, leadership skills, critical thinking skills and problem solving, communication skills and moral and professional ethics. Entrepreneurial skills which was mastered the least need to be improved to encourage Islamic studies graduate to join entrepreneurship. The study recommends that the students to pursue other professional fields without forgetting the noble role to preach the message of Islam in any career endeavor.
Abstrak
Kajian ini merupakan kajian tinjauan secara deskriptif bertujuan untuk melihat tahap penguasaan kemahiran insaniah pelajar kursus Pengajian Islam. Seramai 346 sampel daripada 955 orang populasi pelajar Ijazah Sarjana Muda Kursus Pengajian Islam daripada sebuah universiti awam tempatan terlibat dalam kajian. Tujuh attribut kemahiran insaniah (softskill) untuk pelajar IPT seperti yang digariskan oleh Kementerian Pengajian Tinggi Malaysia (KPTM) merangkumi kemahiran komunikasi, kepimpinan, kerja berpasukan, berfikir kritis dan penyelesaian masalah, pembelajaran sepanjang hayat, keusahawanan dan kemahiran etika moral profesional (KPT 2006) digunapakai. Data kajian ini telah diperoleh melalui soal selidik dan dianalisis menggunakan prisian SPSS versi 17.0. Analisis min menunjukkan pelajar menguasai enam juzuk kemahiran insaniah pada tahap tinggi kecuali kemahiran keusahawanan pada tahap sederhana tinggi. Kemahiran yang paling tinggi dikuasai ialah kemahiran kerja berpasukan diikuti kemahiran pembelajaran berterusan dan pengurusan maklumat, kemahiran kemahiran kepimpinan, kemahiran pemikiran kritis dan penyelesaian masalah, kemahiran komunikasi dan kemahiran etika moral dan profesional. Kemahiran keusahawanan yang paling rendah dikuasai perlu dipertingkatkan sebagai usaha menggalakkan graduan pengajian Islam menceburi bidang keusahawanan. Kajian mencadangkan pelajar Pengajian Islam menceburi bidang-bidang profesional yang lainnya tanpa melupakan peranan mulia sebagai penyebar mesej keislaman dan pendakwah dalam apa jua karier yang diceburi.
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Zinukova, Nataliia. "SOFT SKILLS AS A REQUIREMENT OF TIME AND THEIR DEVELOPMENT IN FUTURE TRANSLATORS." Research Bulletin Series Philological Sciences 1, no. 193 (April 2021): 399–412. http://dx.doi.org/10.36550/2522-4077-2021-1-193-399-412.
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The article considers the relevance of the acquisition and development of masters ’ soft skills. The objective of this article is to get acquainted with the soft skills system required by a future translator/interpreter in his or her professional activity and to highlight the opportunities for gaining and developing these skills during Master ’ study programme "Translation (English)". The theoretical analysis to determine the list of "soft skills" as important components of the competitiveness of future translators was conducted. The list of flexible skills for applicants of the second (master's) level of higher education is systematized. Based on the analysis of researchers' approaches to the classification of soft skills, the following three groups of soft skills were distinguished: social and communication skills (communication skills, interpersonal skills, group work, leadership, social intelligence, responsibility, ethics of communication); cognitive skills (critical thinking, problem-solving skills, innovative thinking, intellectual workload management, self-study skills, time management); personal qualities and components of emotional intelligence (emotional intelligence, honesty, optimism, flexibility, creativity, motivation and empathy). It should be noted that, within each category and between categories, individual skills and qualities interact. It is clear that different types of soft skills are a priority for different activities. The results of a survey of Master’ students and teachers of Alfred Nobel University, Dnipro are presented. Respondents were asked to determine the list of the most priority soft skills of competitive translation professionals and to determine the degree of their importance. An experience analysis singled out two approaches to the soft skills formation today - to teach directly by introducing separate courses within the variant component of the study programme and to combine all disciplines in with non-formal education and extracurricular activities. The training course "Fundamentals of Translation Activity" is described here, the content of which is naturally combined with the traditional subjects of the professional training cycle, and the implementation of interactive teaching methods aimed at developing "soft skills" in future translators is presented. Through the implementation of dialogical and discussion methods of training using the techniques of synectics, game teaching methods involving modeling of professional situations, joint analysis and problem solving, our results can demonstrate the ability of Master’s students to reflect on their own experience and individual characteristics necessary to develop soft skills. The findings provide a potential mechanism of the following techniques to implement the aforementioned game methods selected for training: reflection, advisory group, role rotation, support, interlocutor chair, mute assistant, replay and placement. To develop soft skills in post graduate students it is necessary to choose some facilitation methods (World Cafe, Open Space, Anti-Brainstorming, Dynamic Facilitation). Superior results could be seen for one more pedagogical technique, project work, which involves the "immersion " in the teaching material, determination of the personality of their emotional and value attitude to it and improving the efficiency of assimilation.
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Joia, Luiz Antonio, and Manuela Lorenzo. "Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom." Sustainability 13, no. 5 (February 26, 2021): 2531. http://dx.doi.org/10.3390/su13052531.
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On 11 March 2020, the World Health Organization declared COVID-19 to be a pandemic to be confronted by humanity. As a result, social isolation has become the norm in most countries, with the consequent replacement of face-to-face classes by classes mediated by information and communication technology. Within this context, this work sets out to investigate the factors necessary for courses mediated by technology to attain their pedagogical objectives. Additionally, the study examines how subjects that develop hard and soft skills differ in a technology-mediated setting. The results show that the teacher’s digital competence on the technological platform and the metacognitive support available in the digital environment are significant factors for a course to attain its pedagogical objectives successfully. Lastly, the study revealed that hard skill disciplines, when they migrate to technology-mediated environments, are more likely to fail to achieve their educational goals than soft skill disciplines subject to the same migration.
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Richter, Borka. "Reflections on Choosing a Prescribed Book for a University Business Presentation Skills Course : Why TED Talks Storytelling: 23 Storytelling Techniques from the Best TED Talks by Akash Karia Fits the Need." Freeside Europe Online Academic Journal, no. 11 (2020): 1–7. http://dx.doi.org/10.51313/freeside-2020-2-12.
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The choice of course material is always bound to the needs and abilities of the students who will be using them. English Studies in the first quarter of the 21st century has to walk a fine line between the traditional, idealised idea of a teaching and research university offering a liberal education and the more employment-oriented, marketized idea of a university equipping students with competences for life after their studies. Offering business soft skills courses within a B.A. in English allows students to develop transferable skills whilst improving their EFL proficiency. TED Talks Storytelling by Akash Karia is reviewed against this backdrop for a course on oral business presentation skills and recommended as a suitable choice for a prescribed book.
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Nichols, Linda M. "The Effect Of Teaching Methodology On Accounting Students' Perceptions Of Traits Important To Success." Contemporary Issues in Education Research (CIER) 11, no. 1 (February 9, 2018): 11–16. http://dx.doi.org/10.19030/cier.v11i1.10115.
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This study evolved from a previous study that examined the perceptions of the importance of specific traits to success in the accounting profession by both accounting professionals in the United States and internationally. That study found that the international subjects valued some soft skills, such as creativity, as being more important to success than did the subjects in the United States. Because of the importance of soft skills to success in the accounting profession worldwide, I sought to determine if teaching methodology in the accounting classroom in the United States could affect the perceptions of students regarding the importance of traits to success in the accounting profession. Three particular new methodologies were added to the accounting courses in which the study was run; a team debate, a writing assignment justifying an impairment decision in an unclear situation, and a team presentation in which creativity was a very significant percentage of the final grade. The results revealed that the traits of persuasiveness, good oral communication skills, good marketing skills, and creativity were ranked significantly more important by the student subjects at the end of the semester term than they were at the beginning of the semester term. Based on these results, accounting educators need to experiment to find methodologies that relate to their specific accounting courses that will help students realize the importance of soft skills for professional success in accounting.
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Agustin, Farida, Fitra Putri Oganda, Ninda Lutfiani, and Eka Purnama Harahap. "Manajemen Pembelajaran Daring Menggunakan Education Smart Courses." Technomedia Journal 5, no. 1 (April 30, 2020): 40–53. http://dx.doi.org/10.33050/tmj.v5i1.1315.
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Peningkatan perkembangan pada dunia pendidikan yang dilakukan oleh perguruan tinggi baik dalam negeri ataupun luar negeri maka meningkatkan jumlah mahasiswa. Namun, perkembangan tersebut masih belum diimbangi dengan pemerataan sistem digitalisasi kursus yang dapat membentuk soft skills maupun hard skills pada beberapa perguruan tinggi di Indonesia yang mengakibatkan kesenjangan bagi dosen maupun mahasiswa yang ingin membentuk keterampilan padanya. Mengembangkan platform dengan menggunakan kecanggihan teknologi blockchain maka Education Smart Courses (E-Scores) dapat mengatasi dalam rangka permasalahan pada pendidikan yang memberikan kursus dalam bentuk gamifikasi. Maka metode yang digunakan dalam penelitian ini adalah metode studi pustaka, business model canva dan TKT untuk mengukur secara sistematis pada suatu pengembangan teknologi. Manfaat Education Smart Courses (E-Scores) dan inovasi berbasis Blockchain yang dapat diakses dengan mudah oleh akademisi serta gamifikasi pada kursus edukasi, dengan harapan dapat menjadi nilai lebih dalam prototype dan akan dikembangkan untuk dapat memberikan perubahan yang lebih baik.
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Smahina, Taisa, and Oksana Shunevych. "Conditions for the development of teachers’ softskills during refresher courses for teachers." Ukrainian Educational Journal, no. 2 (2019): 73–80. http://dx.doi.org/10.32405/2411-1317-2019-2-73-80.
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Eman, El Sherief. "Augmenting Tertiary Students' Soft Skills Via Multiple Intelligences Instructional Approach: Literature Courses in Focus." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 230. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.230.
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The second half of the twentieth century is a witness to an unprecedentedly soaring increase in the number of students joining the arena of higher education(UNESCO,2001). Currently, the number of students at Saudi universities and colleges exceeds one million vis-à-vis 7000 in 1970(Royal Embassy of Saudi Arabia, Washington). Such enormous body of learners in higher education is per se diverse enough to embrace distinct learning styles, assorted repertoire of backgrounds, prior knowledge, experiences, and perspectives; at this juncture, they presumably share common aspiration which is hooking a compatible post in the labor market upon graduation, and to subsequently be capable of acting competently in a scrupulously competitive workplace environment. Bunch of potentialities and skills are patently vital for a graduate to reach such a prospect. Such bunch of skills in a conventional undergraduate paradigm of education were given no heed, being rather postponed to the post-graduation phase. The current Paper postulated tremendous merits of deploying the Multiple Intelligences theory as a project-based approach, within literature classes in higher education; a strategy geared towards reigniting students’ engagement, nurturing their critical thinking capabilities, sustaining their individualistic dispositions, molding them as inquiry-seekers, and ending up engendering life-long, autonomous learners, well-armed with the substantial skills for traversing the rigorous competition in future labor market. Keywords: Multiple intelligences, teaching Literature, motivation, autonomous learning, critical thinking.
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Trisna Herawati, Nyoman, and Ni Kadek Sinarwati. "Do Implementation Of Accounting Learning Multimedia Affect Students’ Soft Skills?" Journal of Education Research and Evaluation 2, no. 4 (January 25, 2019): 141. http://dx.doi.org/10.23887/jere.v2i4.16632.
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The objective in this research is to analyze inferential comparative advantages between the use of multimedia and print media to improve student soft skills. The study uses a quasi-experimental with pretest-posttest nonequivalent control group design. The population was students of S1 Accounting Study Program in their second semester who were taking Introductory Accounting courses 2. Sampling was done by simple random sampling. The data collected through observation methods and assignment values. Data were analyzed by descriptive statistical techniques and inferential statistics uses analysis of covariant (ancova) with pretest score as covariables. The results showed, the average of soft skills the experimental group is 24.49, higher than the control group. The results of the ancova test produce a statistical value of F of 5,400 with a significance of 0.023. This shows that after being controlled by the pretest covariables, there are significant differences in soft skills between the experimental groups that conduct learning with multimedia compared to the control group that conducts learning with conventional media (print media). Students who are given learning using multimedia have better soft skills than students who are taught using print media. The amount of adjusted R square value of 0.470 means that the variability of soft skills can be explained by the variability of learning media (multimedia) as much as 47.0%.
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Waugh, Erin. "Teaching Pragmatics and Intercultural Communication Online." TESL Canada Journal 30, no. 7 (February 20, 2014): 98. http://dx.doi.org/10.18806/tesl.v30i7.1154.
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English in the Workplace (EWP) programs are increasingly surfacing across Can- ada to assist internationally educated professionals (IEPs) with the challenges of integrating into the Canadian workplace. One critical topic of these courses is targeted pragmatics (soft skills) instruction. By learning these skills, IEPs gain valuable tools for communicating effectively and appropriately with their Cana- dian-born colleagues and leaders. The workplace is also becoming increasingly culturally diverse, broadening the required skillsets of IEPs to include intercultural competence—the ability to adapt both cognitively and behaviourally across cultures to achieve communicative goals (Bennett, 1993). As an EWP instructor in a medium-sized institution in Alberta, I worked on the redesign of an EWP course with both pragmatics and intercultural components to be offered online. The course results showed learner development in both pragmatics and intercul- tural competence. In this article, I outline the theory that informed the course design, content, and assessment tools; discuss results of a sample of learners from four pilot offerings; and provide considerations for instructors and instructional designers tasked with the development of online courses of this nature.
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Chen, Yaoyao. "Exploration on Modular Curriculum Construction of Economic and Management Majors in the Digital Age." Journal of Education and Educational Research 1, no. 2 (December 18, 2022): 116–19. http://dx.doi.org/10.54097/jeer.v1i2.3676.
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Under the background of digital economy, digital literacy has become one of the basic qualities that economic and management talents should have. Digital thinking and digital skills should be integrated into the construction of modular courses of economic and management professional groups. Focusing on the new business philosophy of "soft business and hard technology", the comprehensive education mode of "post-course-competition-certificate" and the sustainable development of multi-specialty "collaborative symbiosis", this paper puts forward the construction system of "three-dimension and three-order" modular courses for economic and management majors. Three dimensions include management knowledge, digital skills and professional literacy. Three levels include primary general digital ability, middle professional digital ability and advanced innovative digital ability. Finally, this paper proposes the implementation path: integrating digital tools into teaching resources, building teaching team across borders, deepening the integration of industry and education, establishing a quality system.
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Khandakar, Amith, Muhammad Enamul Hoque Chowdhury, Antonio Jr San Pedro Gonzales, Farid Touati, Nasser Al Emadi, and Mohamed Arselene Ayari. "Case Study to Analyze the Impact of Multi-Course Project-Based Learning Approach on Education for Sustainable Development." Sustainability 12, no. 2 (January 8, 2020): 480. http://dx.doi.org/10.3390/su12020480.
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This work presents a multi-course project-based learning (MPL) approach implemented using two electrical engineering (EE) interdisciplinary undergraduate courses at Qatar University. Implementing an MPL approach helps in the development of critical thinking and collaborative decision-making skills. The attainment of these skills is also the outcome of education for sustainable development (ESD); the skills help students acquire the knowledge, attitudes, and values necessary to shape a sustainable future. The participating students’ worked on a design project, which was used to assess the fulfillment of a set of student learning outcomes (SLOs), focusing on engineering soft skills and project management skills. The skills include the ability to communicate effectively, to work collaboratively in a team, to think both critically and creatively, and to manage projects efficiently with realistic constraints and standards. The challenges of implementing the MPL method are the organization of pedagogical activities that are planned for each of the courses involved, the coordination of the materials delivered by each course, and the supervision of around 90 students per year performing the MPL method. The experience of MPL deployment in the EE program was rated using student surveys. It was assumed that the MPL approach would be beneficial to the students based on the instructors’ and students’ feedback from the same courses in previous years. This was verified using chi-square statistics of the survey results. The implementation of the MPL also helped in increasing the average marks scored by the students in the design project. Some interesting feedback, statistical analyses, and improvement actions are reported for future upgrades. This work also contributes to the MPL pragmatic body of knowledge by exploring a successful initiative and its outcomes, which can help in attaining the skills needed for ESD.
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Wangdi, Namkha, and Chador Lhendup. "Multifaceted Impact of Teachers’ Communication Skill on Students’ Learning and Development." Journal of Learning and Educational Policy, no. 22 (March 21, 2022): 16–21. http://dx.doi.org/10.55529/jlep.22.16.21.
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This article reflects the insights and experiences on the role of teacher’s communication skill on child’s learning and development as acquired over teaching for more than a decade and being a student from pre-primary grade to master degree. It is intended to ignite thought among teacher colleagues to reflect and consider the essentiality of positive and effective communication skills for teachers, the impact on children’s learning and developmental process and influence it makes on the life of learners. Having this idea teachers will be encouraged to work on developing this effective communication skills as their professional requisite to better communicate with their learners and expand their delivery skills. The teacher training institutions can work to incorporate courses for enhancing communication skills for trainee teachers and relevant stakeholders can develop and provide professional development programs to in-service teachers on this inevitable soft skill. This paper particularly looks at the three modes of communication that teacher uses in the classroom and the five dimensions.
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McLaughlin, Jacqueline S., Mit Patel, and Joshua B. Slee. "A CURE Using Cell Culture–Based Research Enhances Career-Ready Skills in Undergraduates." Scholarship and Practice of Undergraduate Research 4, no. 2 (February 1, 2021): 49–61. http://dx.doi.org/10.18833/spur/4/2/15.
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A course-based undergraduate research experience (CURE) using cell culture–based research was developed to allow students to test potential molecules for their ability to prevent the host inflammatory response to implantable biomaterials. This CURE was utilized for lab instruction in cell biology courses over a three-year period at two institutions and was assessed using a modified student assessment of learning gains (SALG) survey and a rubric from the Association of American Colleges and Universities (AAC&U). The SALG survey analysis showed enhanced essential “hard” skill sets and attitudes important to a future research career using cell culture post–CURE participation. The results from both SALG and AAC&U assessments revealed gains in four of the six most highly valued “soft” skills rated by US employers as essential in their hiring of recent college graduates.