Sustainability

2021

Jump to: 2020, 2019

25 pages, 866 KiB

Open AccessArticle

Development and Validation of the Career Adaptability Scale for Undergraduates in Korea

by Jihyo Kim

Sustainability 2021, 13(19), 11004; https://doi.org/10.3390/su131911004 - 4 Oct 2021

Cited by 3 | Viewed by 3178

Abstract

This study explores factors of career adaptability and develops a measurement scale for undergraduates in Korea. The scale measuring the undergraduates’ career adaptability consists of nine factors across three areas, as follows: knowledge and recognition for the self and work environment (self-understanding to [...] Read more.

This study explores factors of career adaptability and develops a measurement scale for undergraduates in Korea. The scale measuring the undergraduates’ career adaptability consists of nine factors across three areas, as follows: knowledge and recognition for the self and work environment (self-understanding to establish identity, search for work environment, positive career beliefs), self-directed coping related to career behavior (coping with career-choice crisis, career preparation behavior, ability to coordinate career goals), environmental interactions for career decision and adaptation (ability to cope with environmental stress, social responsibility, ability to utilize social resources). First, an item analysis using the Rasch model was conducted, and measurement values of the items were compared. Second, an exploratory factor analysis and confirmatory factor analysis, applying the structural equation model, were performed. Third, Cronbach’s alpha was calculated to establish the reliability of the scale. The Rasch model fit analysis, to measure validity, revealed that 44 items were valid. The aforementioned model, consisting of nine factors across three areas, was shown to be suitable by the confirmatory factor analysis. The results of this study help in the development of career education programs by clarifying factors of career adaptability and providing information about differences based on the factors. Full article

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2020

Jump to: 2021, 2019

27 pages, 1980 KiB

Open AccessArticle

Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA

by Marta Abelha, Sandra Fernandes, Diana Mesquita, Filipa Seabra and Ana Teresa Ferreira-Oliveira

Sustainability 2020, 12(15), 5900; https://doi.org/10.3390/su12155900 - 22 Jul 2020

Cited by 154 | Viewed by 39432

Abstract

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items [...] Read more.

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education. Full article

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18 pages, 2212 KiB

Open AccessArticle

Unlocking the Potential of Agribusiness in Africa through Youth Participation: An Impact Evaluation of N-Power Agro Empowerment Program in Nigeria

by Adewale M. Ogunmodede, Mary O. Ogunsanwo and Victor Manyong

Sustainability 2020, 12(14), 5737; https://doi.org/10.3390/su12145737 - 16 Jul 2020

Cited by 21 | Viewed by 9104

Abstract

In a country of about 200 million people, the government has over the years constituted various initiatives to address the issue of unemployment, food security, and youth involvement in agriculture. However, the impact of these initiatives has been minimal due to the inconsistency [...] Read more.

In a country of about 200 million people, the government has over the years constituted various initiatives to address the issue of unemployment, food security, and youth involvement in agriculture. However, the impact of these initiatives has been minimal due to the inconsistency in government policies, changes in government, inadequate implementation mechanism amongst others. This study, therefore, evaluated the impact of the N-power Agro Program on youth employment and income generation through agribusiness in Nigeria. Six hundred and forty-five respondents were randomly selected from the database of N-Power. Structured questionnaires were used in obtaining the data. The statistical analysis of collected data applied descriptive methods, logistic regression model, and regression discontinuity design. The value of ATE of the regression discontinuity design of the income of the participants of N-Power Agro is greater by N30,191.46 than for the nonparticipants. The result of the logistic regression model shows that age, level of education, years of agribusiness experience, and employment status significantly influenced the choice of creating employment through agribusiness and of participating in the N-Power Agro program. The impact of the N-Power Agro program for Nigeria’s young men and women on employment and income generation for participants was shown to be effective and positive with the RDD recording an increase in the beneficiaries’ income and a discontinuity in the design. Upscaling this program and wider implementation in other countries in collaborations with youth, rural communities and private sectors will ensure that the government can bridge the skills deficit in Africa’s youth, develop their capacities for entrepreneurship, and hence, increase jobs creation. Full article

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29 pages, 1819 KiB

Open AccessArticle

Expectations and Challenges in the Labour Market in the Context of Industrial Revolution 4.0. The Agglomeration Method-Based Analysis for Poland and Other EU Member States

by Marcin J. Piątkowski

Sustainability 2020, 12(13), 5437; https://doi.org/10.3390/su12135437 - 6 Jul 2020

Cited by 22 | Viewed by 5072

Abstract

Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the [...] Read more.

Technological revolution brings forth major changes in the labour market as well as the necessity to adapt to the shifting conditions on the part of both employees and entrepreneurs. This notion fits in with the European Policy of “Lifelong Learning” which presents the necessity to constantly improve skills and participate in the process of learning through the entire period of professional engagement. The aim of the article is to diagnose the current situation in the labour market and expectations towards employees as a result of the technological revolution and digitization, and to analyze whether there are groups of countries in the EU with similar features describing the labour market and to present the differences between these groups. The study uses research methods based on literature research, content analysis and comparative analysis, and the empirical part uses cluster analysis—the Ward method, using secondary statistical data from the Eurostat database. It was verified which groups of the Member States exhibited similarities to the extent of: forms of employment; work productivity; commitment of entrepreneurs and employees to the process of continuing vocational training (CVT) and lifelong learning; educating future employees of the economy at the level of higher education (HE) in STEM fields and development of digital skills as well as commitment of governments of each EU Member State to financing research and development in higher education institutions (HEIs). It may be ascertained that the average values of variables describing the pattern followed by “new” Member States which joined the EU in 2004 or later are, in majority, lower than the values of the same variables describing the pattern followed by the “old” Member States. It cannot be unambiguously stated that the affiliation with the Eurozone in any way determined whether a given group of Member States is better or worse than the other. The resulting figures may become significant at the stage of developing the employment policy as well as the education policy and the professional career development policy in the respective Member States. Those results may be applied to both evaluation and planning of actions to be taken against the background of the development strategy in order to reduce clearly visible inequalities between the European Union Member States. Full article

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14 pages, 303 KiB

Open AccessArticle

Competences of Flexible Professionals: Validation of an Invariant Instrument across Mexico, Chile, Uruguay, and Spain

by Andrea Conchado Peiró, José Miguel Carot Sierra and Elena Vázquez Barrachina

Sustainability 2020, 12(12), 5224; https://doi.org/10.3390/su12125224 - 26 Jun 2020

Cited by 3 | Viewed by 2960

Abstract

The purpose of this study was to validate and test latent mean differences in a second-order factorial structure for self-assessed competences across four Spanish-speaking countries (Spain, Chile, Mexico, and Uruguay). Assessments of 11,802 higher education graduates about their own level of competences were [...] Read more.

The purpose of this study was to validate and test latent mean differences in a second-order factorial structure for self-assessed competences across four Spanish-speaking countries (Spain, Chile, Mexico, and Uruguay). Assessments of 11,802 higher education graduates about their own level of competences were examined. According to our findings, latent mean differences observed in our data lend support to earlier findings in the context of universities from these four countries. In order to compare assessments from different countries, we previously found support for metric and scalar invariance in a second-order factor structure, including innovation, cooperation, knowledge management, and communication, organizational and participative competences. These findings have serious managerial implications in regard to institutional evaluations developed by national accreditation bodies and identification of competence requirements by the labor market. In addition, our research provides a powerful tool for young students and employers, as it contains valuable information about what competences should be expected by students when finishing their studies. Full article

20 pages, 1800 KiB

Open AccessArticle

Identification of Variables That Cause Agricultural Graduates Not to Return to the Rural Sector in Ecuador. Application of Fuzzy Cognitive Maps

by Bélgica Bermeo Córdova, José Luis Yagüe Blanco, Maritza Satama and Carlos Jara

Sustainability 2020, 12(10), 4270; https://doi.org/10.3390/su12104270 - 22 May 2020

Cited by 3 | Viewed by 3112

Abstract

In Ecuador, the factors that encourage agricultural graduates to return to the rural production sector are unknown. Therefore, this study seeks to identify the variables that influence why agricultural graduates do not return to the rural sector. Fuzzy cognitive maps and hierarchical clustering [...] Read more.

In Ecuador, the factors that encourage agricultural graduates to return to the rural production sector are unknown. Therefore, this study seeks to identify the variables that influence why agricultural graduates do not return to the rural sector. Fuzzy cognitive maps and hierarchical clustering were used to achieve this. Interviews were carried out with academic experts from the rural development field and agricultural planning managers who work across 10 of Ecuador’s provinces. Eighteen categorized variables were identified in the study, of which five were strategies for agricultural development that involve different actors. These were: (1) State policies for rural development, (2) quality academic training, (3) innovation and entrepreneurship training, (4) national research and university extension programs, and (5) associative cooperativism. The identification of these variables supports state authorities and universities in designing strategies that promote the involvement of agricultural graduates in the rural production sector. Full article

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14 pages, 593 KiB

Open AccessArticle

Teacher Education and Sustainable Development Goals: A Case Study with Future Biology Teachers in an Angolan Higher Education Institution

by António Valter Chisingui and Nilza Costa

Sustainability 2020, 12(8), 3344; https://doi.org/10.3390/su12083344 - 20 Apr 2020

Cited by 15 | Viewed by 4903

Abstract

National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, [...] Read more.

National education policies are increasingly regulated by international agendas, for example the Agenda 2030 for Sustainable Development (SD). However, in order to put such policies into practice, social actors like teachers and teacher educators must include them in their practices. In this context, this study stems from the following research question: how does initial teacher education (ITE) promote the SD Agendas (2030 and 2063 for Africa)? The approach to this question is carried out through a case study focused on an Angolan teacher education higher education institution, in its graduate course for future secondary school biology teachers. The main aims of this study are (i) to characterize how ITE includes SD and (ii) to suggest ways to improve SD, particularly focusing on students’ future professional needs. Data were gathered from document analysis (the pedagogical curriculum plan of the course; titles and abstracts of final-year future biology teachers’ essays) and an interview with the course director of the biology teaching program of the Angolan institution. Content analysis of the gathered evidence was based on a three-dimensional framework: (a) SD goals (SDG) and the curriculum; (b) teacher education principles; and (c) current Angolan curricular perspectives. Results show that although the Pedagogical curriculum plan and the formative path, from the interviewee’s point of view, do not explicitly integrate SDG and its challenges for biology ITE, the majority of essays analyzed are locally contextualized and in a number of cases articulated with some of the 17 SDG. Suggestions for inclusion of SDG in ITE and for teacher education research are put forward. Full article

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16 pages, 707 KiB

Open AccessArticle

From School to Work: Improving Graduates’ Career Decision-Making Self-Efficacy

by Lu Xin, Fangcheng Tang, Mengyi Li and Wenxia Zhou

Sustainability 2020, 12(3), 804; https://doi.org/10.3390/su12030804 - 22 Jan 2020

Cited by 24 | Viewed by 9230

Abstract

As boundaryless careers become mainstream, individuals need to enhance career decision-making self-efficacy (CDSE) during career transitions to secure better employment outcomes and sustainable career development, especially when moving from a school to a work environment. Drawing on social cognitive career theory, this study [...] Read more.

As boundaryless careers become mainstream, individuals need to enhance career decision-making self-efficacy (CDSE) during career transitions to secure better employment outcomes and sustainable career development, especially when moving from a school to a work environment. Drawing on social cognitive career theory, this study empirically proposed a moderated mediation model to examine whether proactive personality (measured at Time 1), career success criteria clarity (CSCC, measured at Time 2), and family socioeconomic status (including family income, parents’ educational level, and parents’ occupational level; measured at Time 1) would contribute to CDSE (measured at Time 2). Results based on a two-wave survey of 235 college students showed that: (1) proactive personality positively predicted CDSE; (2) CSCC positively predicted CDSE; (3) CSCC partly mediated the relation between proactive personality and CDSE; (4) the positive effect of CSCC on CDSE was stronger among students with a lower family socioeconomic status. Individuals with strong proactive personalities were more likely to develop salience in career success criteria and in turn became more confident in making career decisions. Therefore, vocational educators in higher education could help to improve students’ CDSE by promoting training programs for proactive thinking, providing successful role models, and encouraging family involvement, especially for students with a lower family socioeconomic status. Full article

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17 pages, 334 KiB

Open AccessArticle

A University Training Programme for Acquiring Entrepreneurial and Transversal Employability Skills, a Students’ Assessment

by Pilar Laguna-Sánchez, Pilar Abad, Concepción de la Fuente-Cabrero and Rocío Calero

Sustainability 2020, 12(3), 796; https://doi.org/10.3390/su12030796 - 21 Jan 2020

Cited by 32 | Viewed by 6254

Abstract

The objective of this paper is to analyze university graduate students’ assessments of the attainment of skills acquired in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both are vital for the success of today’s societies and play an [...] Read more.

The objective of this paper is to analyze university graduate students’ assessments of the attainment of skills acquired in a Training Programme (TP) to develop entrepreneurial skills and transversal employability competencies. Both are vital for the success of today’s societies and play an important role in the sustainable development agenda. The TP was a 12-week programme with six modules combining entrepreneurship training and traditional teaching methods. There were nine editions and 148 students worked in teams preparing business plans to present to consultants and potential investors. First, the nominal group technique was used to identify which competencies can be acquired through TP. Second, a survey was designed to identify the level to which the competences were attained. The results suggest that the students attained two types of skills, acquiring a higher level of proficiency in entrepreneurial skills and those transversal competencies. Additionally, different levels of attainment of entrepreneurial skills were found in different groups of students. We provide new evidence that TPs, as compulsory subjects in the core curriculum of degree programmes, will help accomplish both objectives: the acquisition of entrepreneurial skills and generic university educational competencies. The overall outcome of this research highlights the value added by the TPs. Full article

17 pages, 1859 KiB

Open AccessArticle

Assessing Learners’ Perceptions of Graduate Employability

by Gokul Thirunavukarasu, Siva Chandrasekaran, Varsha Subhash Betageri and John Long

Sustainability 2020, 12(2), 460; https://doi.org/10.3390/su12020460 - 7 Jan 2020

Cited by 13 | Viewed by 6550

Abstract

The rapid advancement of technology, including the internet of things (IoT), industry 4.0, and smart cities, revealed an excess need for career-ready graduates. It is expected that a career-ready graduate is technically competent and possess professional skills acquired via the experiential learning incorporated [...] Read more.

The rapid advancement of technology, including the internet of things (IoT), industry 4.0, and smart cities, revealed an excess need for career-ready graduates. It is expected that a career-ready graduate is technically competent and possess professional skills acquired via the experiential learning incorporated into the curriculum. But the gap exists with the learners understanding of requirements and opportunities associated with graduate employability. In this research, we focus on evaluating the learners’ experiences, expectations, and perceptions of graduate employability in an engineering curriculum. In this research, the interpretations of students on the graduate employability and the extent of influence that exists based on the learning outcomes of the graduate course are examined. The gaps between the academic environment and graduate employability awareness are highlighted. Later, a national language processing-based sentiment analyzer is used to evaluate the student’s perceptions. Results from the analysis portrayed that the different levels of expectation and experiences that prevailed in the graduate course based on the conceptual idea of graduate employability need substantial focus in future curriculum development. Full article

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2019

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19 pages, 2349 KiB

Open AccessArticle

Institutional Arrangements and Overeducation: Challenges for Sustainable Growth. Evidence from the Romanian Labour Market

by Marius-Cristian Pană and Mina Fanea-Ivanovici

Sustainability 2019, 11(22), 6459; https://doi.org/10.3390/su11226459 - 16 Nov 2019

Cited by 4 | Viewed by 3118

Abstract

One of the approaches describing the strategic vision initiated by the Europe 2020 Strategy for smart sustainable and inclusive growth considers that increasing public expenses with education can help in achieving its goals. Concomitantly, higher levels of educational attainment are supposed to at [...] Read more.

One of the approaches describing the strategic vision initiated by the Europe 2020 Strategy for smart sustainable and inclusive growth considers that increasing public expenses with education can help in achieving its goals. Concomitantly, higher levels of educational attainment are supposed to at least partially offset the negative effects of economic crises. Nevertheless, one of the consequences of this strategic approach—overeducation—tends to be underrated. This article aims to analyse the influence of the institutional arrangements of the business environment and labour market on overeducation in Romania. For this purpose, we designed two indicators for the institutional quality of business environment and labour market. Their evolutions were compared with the change in the unemployment rate among tertiary graduates. The research reveals that in Romania, the quality of institutional arrangements can still be improved, and that one of its negative consequences is unemployment and an exacerbated number of tertiary graduates in the higher education system. An inverse relationship has been identified between the quality of institutional arrangements of business environment and labour market, on one hand, and the rate of tertiary graduates who never worked in the total unemployed tertiary graduates, on the other hand. Full article

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22 pages, 629 KiB

Open AccessArticle

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

by Betina Lopes, Patrícia Silva, Ana I. Melo, Elisabeth Brito, Gonçalo Paiva Dias and Marco Costa

Sustainability 2019, 11(21), 5879; https://doi.org/10.3390/su11215879 - 23 Oct 2019

Cited by 7 | Viewed by 3699

Abstract

Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which [...] Read more.

Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which has been focused on the discussion of positive outputs, such as the enhancement of graduates′ competences (employability) and their work integration (employment). An important, albeit relatively unexplored, feature of the sustainable institutional politics of curricular internship management pertains to the assessment of its associated liabilities and tensions. This article seeks to address this challenge, by analyzing two interrelated dimensions. First, it seeks to understand the internship processes ranging from the planning to the implementation stages. Second, it elicits the associated negative aspects (the ‘lunar side’) of internships, allowing for an assessment of the features where there is room for improvement. Empirically, this article draws on in-depth qualitative research. It presents the results of four focus groups, voicing the perceptions of top management structures and students involving first cycle degrees in the areas of Marketing, Management, and Accounting from four public Portuguese Higher Education Institutions (HEIs)-three polytechnics and one university. Findings confirm the general positive outlook of internships. Perceived negative perspectives report to both internal problems (such as the lack of institutional support and curricular design) and external problems (e.g., the shortage of suitable internship placements), constituting barriers towards sustainable institutional policies and strategies. Adaptive strategies to overcome specific difficulties are highlighted (e.g., establishment of advisory committees with local businessmen). Finally, recommendations regarding curricular internship management at HEIs are delineated (e.g., investment in monitoring and evaluation strategies of internships). Full article

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16 pages, 261 KiB

Open AccessArticle

Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

by Magdalena Jelonek and Maria Urbaniec

Sustainability 2019, 11(20), 5716; https://doi.org/10.3390/su11205716 - 16 Oct 2019

Cited by 32 | Viewed by 5082

Abstract

The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies [...] Read more.

The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies of sustainability competencies will be synthesised. The developed research framework will subsequently be analysed with empirical data, collected by in-depth interviews (IDI) and focus group interviews (FGI) on the relevant employability competencies for the Polish labour market. This enables the elimination of critical gaps in the conceptualisation of the key sustainability competencies of higher education (HE) graduates related to the current and future labour market needs. The results of the analysis can make a contribution to sustainable HE graduate employability literature by exploring the links between employability and sustainability competencies. The results may be relevant to institutional support in the design and review of educational programs and training in order to foster sustainability competencies development. Full article

17 pages, 4477 KiB

Open AccessArticle

An Analysis about Learning to IncreaseWomen’s Participation and Employment in Europe’s Energy Transition: Evidence from the European Project MEnS

by Elisa Peñalvo-López and Francisco-Javier Cárcel-Carrasco

Sustainability 2019, 11(16), 4345; https://doi.org/10.3390/su11164345 - 11 Aug 2019

Cited by 2 | Viewed by 2702

Abstract

The Energy Performance Building Directive (EPBD) introduced the requirement for all Member States to include the concept of Nearly Zero Energy Buildings (NZEBs) in their national plans. However, this challenge requires upgrading professional skills in NZEB concepts and strategies, thus guaranteeing the maximum [...] Read more.

The Energy Performance Building Directive (EPBD) introduced the requirement for all Member States to include the concept of Nearly Zero Energy Buildings (NZEBs) in their national plans. However, this challenge requires upgrading professional skills in NZEB concepts and strategies, thus guaranteeing the maximum impact on NZEB deployment around Europe. This is the objective of MEnS (“Meeting Energy Professional Skills”), an H2020 project focused on providing high quality upskilling and education to architects, engineers, and building professionals. The role of women in the NZEB industry indicates that female participation in the building industry is still low. The need to rebalance this gender gap is highlighted in this work through the identification of female programs and schemes. In addition, the results of women’s participation in the MEnS project is analyzed. The MEns project created and implemented a new education program, training 1200 building managers (engineers and architects) in the designand construction of NZEBs, out of which 46% were women. Focusing on the Spanish case, 18 interviews were randomly conducted with women participants in order to assess the courses and their expectations of employment in the NZEB framework. The method used for the analysis was a semi-structured interview and analysis by the grounded theory. This article describes the participation of women in this educational program and analyses initial conclusions and lessons learnt from this initiative in 10 European countries, including Spain. Full article

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18 pages, 1986 KiB

Open AccessArticle

Enhancing Skills for Employment in the Workplace of the Future 2020 Using the Theory of Connectivity: Shared and Adaptive Personal Learning Environments in a Spanish Context

by Jorge Expósito López, José Javier Romero-Díaz de la Guardia, María del Carmen Olmos-Gómez, Ramón Chacón-Cuberos and Eva María Olmedo-Moreno

Sustainability 2019, 11(15), 4219; https://doi.org/10.3390/su11154219 - 5 Aug 2019

Cited by 20 | Viewed by 4926

Abstract

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps [...] Read more.

European living environments are well placed as an essential means through which cities become functional, modern, and liveable places, and are the ideal setting for the innovation and implementation of businesses and ideas. In addition, they are a place in which existing gaps in labour market inclusion are easily widened amongst those who, for various reasons, have not received adequate training, such as immigrants (including unaccompanied foreign minors) and young people without qualifications that have several difficulties in the access to higher education. Further, as is noted in the Phoenix report entitled Future Work Skills 2020, our educational system suffers from a lack of training with regards to the employment skills that need to be integrated into current society, as these have a crucial role for achieving success in the workplace. The aim of this study is to analyse the key skills for the inclusion of Unaccompanied Foreign Minors (UFM) in the workplace, developing a scale for the assessment of ten basic skills for the work of the future. These individuals are mostly young people without qualifications trying to make it in the new environments of current Smart Cities. This study employs an empirical and experimental methodology with two comparison groups of UFM adolescents. The UFM population is contextualised by the migratory flow from North Africa to Europe. Multistage sampling was used to select 345 participants. An approximation scale of the level of Future Work Skills was created as a data collection instrument through simulations of Horizon 2020 (EA-HFL-SH2020). Multivariate analysis was performed which revealed significant differences between school variables, work experience and educational level. The results are aligned with the evaluation of skill acquisition level for the working future of UFM and with the proposed training model of work skills that facilitate their inclusion in the world of the European workforce, as a function of the significant differences found. In addition, the emphasis is placed on the interest of identifying this type of skills in this group in order to develop appropriate training programs in higher education for employment success. Full article

18 pages, 867 KiB

Open AccessArticle

Supporting Employability by a Skills Assessment Innovative Tool—Sustainable Transnational Insights from Employers

by Manuela Rozalia Gabor, Petruța Blaga and Cosmin Matis

Sustainability 2019, 11(12), 3360; https://doi.org/10.3390/su11123360 - 17 Jun 2019

Cited by 12 | Viewed by 6045

Abstract

Employability remains an important subject in the European and international context. This is the first qualitative and quantitative transnational research of the perception of the heterogeneous sample of employers regarding a sustainable and experimental innovative tool for the assessment of competencies to support [...] Read more.

Employability remains an important subject in the European and international context. This is the first qualitative and quantitative transnational research of the perception of the heterogeneous sample of employers regarding a sustainable and experimental innovative tool for the assessment of competencies to support employability. The aim of this study is an empirical examining of the employers perception from Austria, Romania and Sweden, from five different sectors of activity regarding a sustainable and innovative online tool for continuous assessment of skills to support employability. In the study, a quantitative analysis was carried out using data based on Eurostat indicators for quality of employment and a qualitative analysis using face-to-face interviews. Our results show that even if there are significant statistically differences regarding the quality of employment according to the Eurostat indicators, all these countries have a good, equally and strong perception with an innovative and sustainable tool for continuous assessment of skills to support employability. The research results fill a gap in the existing literature and offer a new and argued point of view regarding the continuous assessment of competences from the employer’s point of view from the three different countries as regarding the social, economic and political aspects. Full article

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