Journal Article

Asia is known as an economic success story but for many people growth has not been inclusive. The increased mechanization of work and other trends are likely to deepen existing social inequalities. Skills can help address these challenges, but a new and broader perspective is needed in skills development policy. This article argues that while efforts to improve access and the quality of skills provision need to be revamped, greater attention should be focused on the impact of skills development in terms of improved employment and business outcomes. The extent to which skills are actually utilized and whether workers are rewarded for their skilling efforts are influenced by the context of work. A future skills policy aimed at achieving inclusive growth requires a more integrated perspective of enhancing the skills eco-system (both supply and demand) that goes beyond the traditional boundaries of skills policies.

Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, work-integrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

The purpose of this paper is to determine the priorities of formation of competencies during training of digital personnel for industry 4.0. Design/methodology/approach The author performs two experiments for determining the scenario according to which industry 4.0 develops and will develop: the first experiment is aimed at determining the influence of the number of robots at unemployment level in 2019 and 2022 with the help of regression and correlation analysis (regression curves are built). The second experiment is connected to evaluation of the ratio of the number of robots to the number of population in 2019 and 2022. The research objects are countries with the highest number of robots in the world – i.e. with the highest level of development of industry 4.0; the information and empirical basis is materials of the International Federation of Robotics and the International Monetary Fund for 2019 and their forecasts for 2022. Findings The results of the performed experiments showed that in 2019 and 2022 the level of robotization of socio-economic systems of the countries of the world will be very low, and robotization will not cause growth of unemployment. Based on this, it is concluded that industry 4.0 will be developing according to the scenario of moderate automatization and robotization with preservation of domination of human labor in most business processes and spheres of economy. Communications with people will constitute the basis of the activities of digital personnel, and social competencies (with obvious significance of technical competencies) will be of top priority for them. Originality/value It is substantiated that technical competencies, with their large importance, will move to the background, while the key task will be society’s adaptation to the new technological mode and making social competencies the highest priority. The social and technical competencies of digital personnel in view of the performed tasks for industry 4.0 are determined.

Purpose: The purpose of this paper is to understand the concept of graduate work readiness (GWR) from a stakeholder perspective. The research attempts to pull together the various multidisciplinary themes from the literature into a comprehensive analysis of the relationship between graduates and the labour market, considering the international dimension of what is a global phenomenon. Design/methodology/approach: The critical review is divided into four distinct sections, the first is to contextualise the concept of GWR and graduate employability taking into account recent academic discussion, particularly in the EU and ASEAN; second, to explore the different perspectives of stakeholders in the “triple helix” of universities, governments and the corporate world; third, critically to assess the arguments that educational provision is poorly aligned with labour market needs; and finally, to investigate the implications of the fourth industrial revolution for graduate jobs and skills and propose an agenda for future research. Findings: Despite the apparent consensus between stakeholders over the central importance of graduate employability, there is considerable diversity in how each imagines GWR is best assured. Research limitations/implications: Any review is limited by the extant literature and whilst it is not uncommon that most research has been done in North America, Western Europe and Australasia, this is a serious limitation. GWR is a global concern and this review shows the need for more research that extends beyond the dominant geographical focus and its attendant paradigms. The implication is that geography is important and local research is needed to develop solutions that fit specific cultural, economic and institutional contexts. Practical implications: The paper highlights the need to reconcile different stakeholder perspectives on GWR and ensure that they work together on shared agendas to improve graduate transition to the labour market. At the same time, the profound changes being brought about by the fourth industrial revolution suggest that more attention should be paid to the employability of existing employees. Originality/value: This review should prove useful to both academics and practitioners because it emphasises the need to treat GWR as a concept that varies according to context and stakeholder interests, rather than a homogeneous phenomenon.

Purpose: The purpose of this paper is to propose an experiential entrepreneurship work-integrated learning (EE WIL) model recognising that the development of an entrepreneurial mindset enables graduates to manage their careers in uncertain labour markets. The model shows how students develop relationships with their professional community, and not only a few employers. Design/methodology/approach: The pedagogical underpinning of the conceptual model, attributes associated with the entrepreneurial mindset and relationships between the student, professional community and university are explained, and illustrated through a case study at the University of the Sunshine Coast., Findings: The EE WIL model enables students to develop agency through structured engagement with a professional community, facilitating the development of bridging social capital. Bonding social capital can be developed through intense, sustained interaction between students and their professional community. Practical implications: WIL curricula should be scaffolded and directed towards developing sustained interaction and information sharing, underpinned by professional community norms. This approach enables students to develop an aligned professional identity and emotional attachment to the professional community. The experiential development of an entrepreneurial mindset enables students to solve career challenges, by viewing these as opportunities. Professional communities and universities both share the responsibilities of preparing the future graduate workforce. Originality/value: The conceptual model draws on effectual entrepreneurship pedagogy and contributes to the WIL literature, showing that an entrepreneurial mindset can be cultivated experientially through an intensive, emotional and authentic learning experience.

Knowing how well higher education providers prepare learners for the working world is becoming increasingly important at all programme levels, and this is nowhere more apparent than with vocational education training. Ensuring our learners can hit the ground running and become immediately productive is essential for the relevance, and probably the survival, of New Zealand’s Institutes of Technology and Polytechnics (ITPs). Yet while there is much commentary about the challenges of transitions from tertiary study into employment and the ‘employability skills gap’, there is all too little given to how this is being addressed in teaching. This paper describes the work of an inter-institutional research collaboration into current approaches being used to embed skills that enhance employability. Drawing on a number of frameworks and models, the research team selected ten core attributes: positive attitude, communication, teamwork, self-management, willingness to learn, thinking skills, resilience, innovation, entrepreneurship and cultural competence. The team then identified a range of strategies being used by highly commended teachers to enhance the ten employability skills: firstly, by observing classroom and online practices of 23 selected teachers from participating organisations; and secondly through follow-up interviews with the same teachers. The key takeaway of this research is raised awareness and intentionality of the overt and covert approaches vocational educators are using to enhance the employability of their students.

In the context of an increasingly precarious and competitive graduate labour market, exposure to pre-graduation professional work experience is becoming an increasingly critical feature of graduate employability. Outside the creative professions the contours of this shift have received comparatively little empirical attention. This study provides evidence of increasing participation in unpaid work beyond the creative industries where it is well established as a common practice. This study examines the complex patterns of opportunities and challenges that are created for and by Australian urban planning students in gaining relevant exposure to professional work, with a particular emphasis on participation in unpaid work experience. Through the lens of employability and the voices of early career professionals, this study explores the complexity of decisions to engage in unpaid work and identifies the potential personal and professional implications of these decisions., Focussing on the ways decisions around unpaid work are shaped by a range of factors including labour market conditions and disciplinary norms the findings yield new knowledge of how unpaid work is practised and shaped as a principal means through which employment-related advantage and enhanced employability in education to employment transitions is sought by participants and the potential implications of this.

This chapter is part of the issue 'Support transitions for adults with special needs' edited by Bob Hughes, Cinda Johnson and Brendon Taga. The chapter describes several essential skills necessary for success in postsecondary education (PSE) for young adults with disabilities and provides a variety of models of support available to students with disabilities as they transition into PSE.

The purpose of this paper is to provide an argument supporting the growth of online outsourcing, which will exponentially increase in the coming years with the spread of internet availability to the less-developed regions of the world. In addition, this paper stresses the role of human decision-making in fostering this growth, rather than promoting inhibitory policies because of nationalism or fear of change. Design/methodology/approach First, globalization and the three “waves” of outsourcing are discussed. Next, the economic principles guiding online outsourcing (disintermediation, the rise of global internet connectivity and the benefits of output-based pay over input-based pay) are discussed. After explaining how artificial intelligence will complement rather than replace human laborers, a case study and evidence are provided. Then, suggestions for government policies going forward, including skill development and education are provided. Finally, the debate that will inevitably emerge regarding online worker benefits is introduced. Findings Evidence points toward the growth of online outsourcing and the resulting increased efficiency and gains through this type of trade. The increase in freelance workers and their earnings, the investments of Google and Facebook to develop internet capabilities in less-developed regions and the reducing costs of technology (such as laptops) provide support for this argument (Elance, 2013; Forbes, 2014; Pofeldt, 2015). Finally, a case study provides evidence illustrating how individuals may gain from these advances. Originality/value This paper contributes to the literature by providing a compelling argument for the upcoming transition to increased efficiency in work through online outsourcing. Technological advances will allow the modern worker to delegate his/her mundane tasks so that he/she is free to focus on more pressing issues. This shift will multiply the domestic and foreign labor markets, creating opportunities that have not been available to this point. As this transition is not inevitable, this paper further outlines suggestions for policymakers to ensure maximized gains in the future.