Search Results for
"Higher education"

higher engineering institutions strive towards educating globally competent students, and this article examines curricular approaches to global competence education. Based on qualitative interviews, it explores engineering educators' perspectives on student preparedness, their experiences with global competence integration, and their attributions of responsibility for such learning. In its findings, the article highlights educators' doubts about engineering graduates' preparedness for global workplaces. Moreover, it retraces a variety of educators' approaches to integrating global competence learning and highlights the challenges they face in this endeavour. The article further shows how engineering educators perceived global competence education as important and acknowledged their own role in supporting it, but attributed the main responsibility for ensuring students' competence development to institutional management. The article concludes with a discussion on the potential consequences of the educators' perceptions and examines possibilities for a strategic institutional approach to global competence education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Enhancing graduate employability is a growing priority in higher education, yet how to conceptualise and assess it remains contested. This study identifies key limitations in employability assessment within the discipline of engineering based on a systematic review of 26 existing measurement instruments. Six critical insights for developing robust measures are identified: 1) conceptual clarity and consensus, 2) discipline (and sub-discipline) specificity, 3) holistic developmental foci, 4) translational rigour in operational definitions, 5) rigorous empirical validation, and 6) robust and apposite reporting mechanisms. Building on these insights, we recommend that employability measurement in engineering shift from short-term industry alignment toward future-oriented approaches that prioritise adaptability and long-term value for graduates, employers, and society. Additionally, higher education institutions should adopt comprehensive, validated frameworks and foster collaboration across academia, industry, and policymakers to improve employability measurement in engineering education. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article investigates the intersection between Problem-Based Learning (PBL) and the field of audiovisual and media production. The study is grounded in a systematic literature review, through which a curated selection of publications was analysed to extract data relevant to the application of PBL within this domain. The analysis led to the identification of key insights and the formulation of practical recommendations, particularly regarding the often-overlooked need for institutional and pedagogical support for educators implementing PBL. By addressing both theoretical and practical dimensions, this research contributes to the ongoing discourse on active learning methodologies in creative and practice-based educational contexts. Ultimately, this study seeks to serve as a valuable resource to support the effective implementation of PBL in the audiovisual and media production fields. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Background: Empathy is crucial for effective clinical practice, and patient care. Despite its importance, the comparative studies and effectiveness analyses focusing on empathy-training strategies within both medical education and clinical practice are limited, particularly in China. The objective of this study is to compare empathy levels across doctors, nurses, medical students, and nursing students in China, exploring how workplace settings, professional roles, and training stages influence empathy development, to inform targeted empathy education strategies. Methods: A cross-sectional survey was conducted using the Chinese Version of the Jefferson Scale of Healthcare Professional Empathy (C-JSHPE). Participants included doctors, nurses, medical students and nursing students from primary, secondary, and tertiary hospitals, as well as medical schools located in eastern (economically developed), central (moderately developed), and western (less developed) regions of China. Results: Qualified professionals (licensed nurses and doctors) exhibited significantly higher empathy scores than healthcare students (doctors vs medical students t = 12.959, p < 0.001; nurses vs nursing students t = 7.135, p < 0.001). Nurses exhibited significantly higher empathy than doctors (t = 4.081, p < 0.001), and nursing students likewise exhibited markedly greater empathy than their medical student counterparts (t = 5.221, p < 0.001). Significant differences in empathy scores were observed between nursing students who participated in internships and those who did not (t = 2.548, p < 0.05). In contrast, no such differences emerged among medical students (t = − 0.228, p > 0.05). Both doctors and nurses with more clinical experience demonstrated higher empathy scores (F physician = 10.696, p < 0.001; F nurse = 30.029, p < 0.001). In contrast, those working in tertiary hospitals reported reduced empathy (F physician = 94.018, p < 0.001; F nurse = 486.586, p < 0.001). Conclusions: This study underscored the importance of both developing and retaining empathy in qualified professionals and healthcare students, and highlighted the significant role of clinical work environments and stages of professional development in shaping empathic capacity. The findings suggested that empathy was not static, but evolved in response to the demands, pressures, and relational dynamics of different clinical roles. Simulation-based education and other experiential learning approaches represent promising avenues for fostering empathy, particularly when integrated longitudinally throughout training and aligned with authentic clinical contexts. Embedding these strategies into the continuum of medical education may be key to sustaining empathy as a core professional competence in complex healthcare systems. © 2025 Elsevier Ltd

This paper reviews the performance of students who graduated from the foundation year programme in business studies and compares their performance with non-foundation students at the higher national diploma equivalent to the foundation degree in the business programme. The study is conducted to understand how foundation students perform at the same level as their peers who have completed their schooling from the traditional school system in UAE. Data collected was secondary from the institution’s archive files of both the groups of students and their academic performance over fifteen modules. Descriptive statistical techniques were used to analyse the data. The results from the analysis found that the foundation students performed equally better as non-foundation students in most modules while in a few cores mandatory modules, students performed better than non-foundation students. The foundation programme students were not found to underperform in any module. In specialisation modules the data varied, however these modules were in marketing/finance/business in which the results were no longer comparable due to differences in specialisation, the field of study, and the type of assessments varied. Foundation students exhibited greater variability in their grades. This study contributes to scarce literature and research work in the area of foundation education in the UAE higher education teaching and learning and guides the future direction of studies based on the findings. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Vocational education in Portugal has improved secondary school qualifications, but its impact on higher education remains limited. Government efforts to facilitate this transition have been only partially successful. This paper explores vocational students' perceptions of the accessibility and relevance of HE, with a particular focus on how socio-economic background, educational pathways and labour market challenges influence their aspirations. Using a qualitative approach, data was collected through focus groups and interviews. Findings highlight systemic inequalities, financial constraints and limited cultural capital as key barriers to participation in HE. Economic pressures lead students to prioritise immediate employment and practical skills, while social influences, particularly from family and peers, reinforce doubts about the value of higher education. Many see it as unattainable or unnecessary. To reduce inequalities and improve access, targeted interventions such as improved careers guidance, financial support and better integration of theory and practice in the curriculum are essential. © © 2025. Published by Elsevier Ltd.

This study evaluates the relationship between soft skills and hard skills readiness among Electrical Engineering education students at Universitas Negeri Surabaya (UNESA), Indonesia, addressing the critical gap in quantitative assessment of these competencies within the Indonesian engineering education context amid Industry 4.0 demands. Rationale: The rapid technological transformation of Industry 4.0 necessitates comprehensive readiness assessment frameworks that evaluate both technical proficiencies and transferable competencies, yet existing literature reveals a scarcity of quantitative studies examining the specific interaction between soft and hard skills among engineering students in Indonesia. Methods: Using a causal correlational design grounded in Human Capital Theory and the Integrated Skills Framework, data were collected from 153 third and fourth-year students (95.6% response rate) through stratified random sampling. Two validated instruments the Soft Skills Measurement Instrument (IPSS, 35 items, α = 0.89) and Hard Skills Measurement Instrument (IPHS, 40 items, α = 0.87) were administered. Data analysis employed descriptive statistics, Pearson correlation, multiple regression, MANOVA, and Structural Equation Modeling (SEM) using Jamovi and LISREL software. Results: Professional ethics (M = 81.53) and teamwork (M = 78.91) emerged as the strongest soft skills, while electrical fundamentals (M = 75.47) was the strongest hard skill. Programming demonstrated the lowest readiness (M = 63.51) with highest variability. Cognitive soft skills particularly problem-solving (β = 0.37, p < .001) and critical thinking (β = 0.29, p = .004) significantly predicted technical competence, explaining 46.1% of variance in hard skills performance. Students with internship experience demonstrated significantly higher proficiency across both domains (p < .01). The SEM revealed cognitive soft skills directly influenced all hard skills dimensions (β = 0.39 to 0.53, p < .001), with the model explaining 67.3% of variance in overall workplace readiness. Limitations: The cross-sectional design limits causal inference; the single-institution sample may constrain generalizability to other Indonesian universities. Recommendations: Engineering curricula should integrate problem-solving development within technical courses, expand internship opportunities, and strengthen programming instruction. Future research should employ longitudinal designs and multi-institutional samples. © © 2026 JESTP.

This study examines the impact of increased access to higher education on wages, employment, and labor market structure by analyzing establishment-level data. I focus on the quasi-experimental increase in the number of universities and universities of applied sciences in Bavaria since the 1970s and establishment of such higher education institutes under the “Future of Bavaria Offensive” program in the 1990s. I use administrative establishment-level data and find a positive but statistically insignificant effect on median wages resulting from expansion of higher education. While there is a negative but insignificant impact on wages of highly skilled workers, those without an academic or vocational degree experience an increase in wages. I also find that training activities decline immediately after the establishment of a new higher education institution. Further empirical analyses indicate that this decline is not due to fewer slots in apprenticeship training, but rather to a larger number of vacant slots and a higher probability of having vacant slots in apprenticeship training. © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2025.

Further education and training (FET) should form a foundation for increasingly dynamic and digital European economies. Policies aim to support ongoing workforce development and retain as many individuals as possible in the labour market. However, limited existing evidence supports the Matthew effect in this area—FET tends to be more accessible for workers with higher qualifications in better jobs. This study uses data from the EU Labour Force Survey and examines the relationship between individual and job characteristics with FET, as well as its shift during the COVID-19 outbreak. The findings confirm that FET is more common among younger and middle-aged workers, those in higher-level positions, workers in larger companies, and those not working under a supervisor. Some of these patterns changed with the onset of the pandemic, notably the link between FET in ICT and higher education becoming stronger. This study identifies several robust factors that influence participation in FET, serving as a foundation for policies that aim to provide accessible, targeted FET opportunities for groups at risk of exclusion in a digitalised labour market. © 2026 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

The growth of micro-credentials (MCs) as a distinct form of short learning program is a significant development in global higher education, including across Asia. This chapter explores the internal quality assurance (IQA) mechanisms and practices associated with MCs by examining the current state of MCs development in 10 selected universities in New Zealand, Malaysia, Hong Kong, and Taiwan. Drawing on interviews with program heads, the chapter synthesizes insights on the purpose, definition, implementation, quality assurance, assessment methods, and challenges related to the delivery of MCs. The findings indicate that most university representatives highlight that the key elements of IQA are flexibility in delivery, practical skills-based assessments, and student feedback. However, common challenges include low faculty engagement, resource constraints, and inconsistent student motivation and enrollment. Lifelong learning is identified as a strategic focus, particularly in Malaysia, New Zealand, and Hong Kong, where MCs are considered tools for upskilling and enhancing employability. In contrast, Taiwan places greater emphasis on interdisciplinary learning and curriculum innovation. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2026.