Purpose: Higher education institutions play an important role in the economic growth of any country, through skills and productivity of their graduates. Employers have some expectations about the skills the graduates possess when they graduate out of universities. The purpose of this paper is to examine the skills employers look for in graduates before they hire them. Design/methodology/approach: Using a structured survey instrument, this paper gathered data from 50 organizations employing over 50 people. The data consisted of 21 skills the employers rate as important. These skills were categorized into four dimensions: analytical skills, career professional and readiness skills, communications skills, and personality, leadership skills and team/group work. After checking the reliability of the scale, [a chi-squared] test and rank correlation were used to analyze the importance of these skills. Findings: The findings from a study of employers in the northeastern part of USA suggest that the top six skills and competencies rated with highest importance by employers were: interpersonal skills/works well with others; critical thinking/problem-solving skills; listening skills; oral/speech communication skills; professionalism; and personal motivation. Of all 21 skills, the highly ranked skills needed were interpersonal skills followed by critical thinking and problem solving and listening. Originality/value: This study provides new insights about the changing pattern of skills students need to secure before seeking employment.

Employers provide their interpretation of the meaning of communication skills in this qualitative study of 22 managers. Employers understand written communication to be types of documents, a way to write, and a mode of communication. Oral communication skills mean a style of interacting, presenting, and conducting meetings. Visual communication skills were understood to be data visualization or nonverbal communication. Electronic communication was interpreted as email. The findings contribute to closing-the-gap research by highlighting areas where meaning converges for employers and instructors. Faculty members in communication disciplines can incorporate these findings into their course design and learning outcome discussions

Purpose: This paper aims to provide a sobering and unique view of technological unemployment and job changes by identifying endangered jobs and skills, as well as the essential up-skills critical to employees' performance, which cannot be replaced by technology. Design/methodology/approach: A systematic literature review, used because it is replicable, transparent, and scientific, was implemented to examine the current and future technological influences on employment, job outlook, work structure, and human resource development (HRD)., Findings: The study concludes that HRD professionals should promptly reexamine their social responsibility relative to the technological influence on workers by focusing developmental efforts on employees' human skills while assisting workers' transition to a skill-polarized workplace. HRD professionals should play a major role in facilitating employees' coexistence with robots in the workplace. Originality/value: While recognizing the valuable contributions of previous researchers with similar concerns, this comprehensive review provides an amalgamated and updated view, which reveals the escalating and combined challenges of a skill-polarized workplace, a tendency of technological unemployment for those positioned in middle-skill jobs, and an increased demand for employees with a higher level of human skills.

This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly., The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose., It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students' self-efficacy related to theoretical knowledge and assembly skills. On the other hand use of AR helped learners to complete the assembly process in a shorter time with less support., It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students' motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.

According to a large meta-analysis (Brown and Ryan Krane, 2000), labour market information (LMI) is a critical ingredient in achieving career goals of individuals. This study aims to assess the effect of LMI use, with and without the help of a counsellor, taking into account the possible presence of differential effects according to client consultation needs (career choice or job search). Clients (n = 203) in job centres in New Brunswick and Saskatchewan were assigned randomly to two delivery modes: the independent self-help (use of LMI without help) or the assisted self-help (use of LMI with help of a counsellor). The results suggest that the LMI effect over time, although it is significant in both groups, is more important when participants are assisted by a counsellor. At the clinical level, this effect is moderate (Cohen, 1988). This result does not differ significantly according to the client consultation needs.

The purpose of this paper is to describe the new experiences of the dual training model in engineering education in Hungary. This new model has been introduced recently in the higher education and has become a focus of interest. This is a favorable program for the students to experience the real industry environment prior to graduation and it is a good tool to motivate them to study harder. The dual education students study in the institutional academic period together with the regular full-time students at their higher education institute, and parallel to their academic education they participate in the practical training. It gives the students an opportunity to join a specific training program at an enterprise. Being involved in specific 'operational' practical tasks and project-oriented work enhances independent work, learning soft skills and experiencing the culture of work. Our objectives are to analyze the benefits of the dual training for all three parties: the student, the company and university. The study confirms earlier results from prior studies which show, for example, that students who choose the dual option achieve better program outcomes.

he current wave of technological change based on advancements in artificial intelligence (AI) has created widespread fear of job loss and further rises in inequality. This paper discusses the rationale for these fears, highlighting the specific nature of AI and comparing previous waves of automation and robotization with the current advancements made possible by a widespread adoption of AI. It argues that large opportunities in terms of increases in productivity can ensue, including for developing countries, given the vastly reduced costs of capital that some applications have demonstrated and the potential for productivity increases, especially among the low skilled. At the same time, risks in the form of further increases in inequality need to be addressed if the benefits from AI-based technological progress are to be broadly shared. For this, skills policies are necessary but not sufficient. In addition, new forms of regulating the digital economy are called for that prevent further rises in market concentration, ensure proper data protection and privacy, and help share the benefits of productivity growth through the combination of profit sharing, (digital) capital taxation, and a reduction in working time. The paper calls for a moderately optimistic outlook on the opportunities and risks from AI, provided that policymakers and social partners take the particular characteristics of these new technologies into account.

The drivers of learning for mid-career workers with few initial qualifications from the Czech Republic, Denmark, England, France, Germany, Italy and Poland are examined. The focus in this article is upon the learning pathways and experience of the low-qualified drawn from empirical research which gathered and analysed the strategic career and learning biographies of 105 low-skilled individuals, mainly aged between 25 and 40, in the 7 countries, using semi-structured narrative interviews. The five drivers for learning evident in the interviews were enhancing self-efficacy; self-improvement; labour market-orientated learning; significant others motivating learning; and work-related practical learning. The interviewees were divided between those who wanted tangible and immediate learning outcomes and those who saw learning primarily as a means of self-improvement. Some interviewees with negative experiences of initial education were motivated to re-engage by a positive experience with continuing education, encouragement of significant others or through an experience of mastery of challenges at work which led to an increase in their self-efficacy. For the majority of interviewees, practical learning was particularly appreciated, whether undertaken to secure or enhance their current labour market position or undertaken to increase their self-efficacy.

One of the primary goals of tertiary education is to prepare students for employment. There is debate as to whether university courses adequately provide students with 21st century workplace skills (Kaminski, Switzer, and Gloeckner, 2009; Kivunja, 2014). In a rapidly changing workforce, institutions must constantly adapt to maintain the practical utility of their courses. A thematic analysis was conducted to explore the degree of alignment between graduate attributes, accreditation requirements and industry employability criteria in nursing, psychology and education courses at an Australian University. Graduate attributes were obtained from the Course Approval and Management System. Relevant accreditation requirements were sourced from the respective bodies. A search of advertised job positions for the three discipline fields was conducted from a popular job-search engine (SEEK) to ascertain employability criteria. This analysis identified clear alignment between the university's graduate attributes and the standards articulated by accreditation bodies for psychology, nursing and education. However, there were differences between graduate attributes and the employability criteria identified by job searches across the three disciplines. Analysis of the employability criteria suggest that employers seek and prioritise graduates who possess practical competencies and 21st century skills such as problem solving and communication. However, there was little to no mention of cultural understandings and attitudes towards inclusion and diversity, both a core graduate attribute and an aspect of professional accreditation. The findings of this study may inform the development of future graduate attributes that better reflect preparedness for the workforce. Alternatively, a reflection on graduate attributes and professional accreditation criteria might produce job advertisements that better reflect work contexts in an increasingly diverse society