Search Results for
"Vocational education"

This study examines the effectiveness of an applied master's program in tourism business planning at the State Polytechnic of Bali (Matrappar-PNB) through a mixed methods approach. The research investigates the interplay between industry demands, government policy, and program management in shaping vocational higher education outcomes in Indonesia's tourism sector. Quantitative data were collected from 79 alumni and 79 employers using structured surveys, while qualitative insights were gathered through in-depth interviews with key stakeholders. Findings revealed strong alignment between the program's curriculum and industry needs, with alumni demonstrating high competency levels in problem-solving and leadership skills. Government policies were identified as crucial enablers of industry-based learning processes, although implementation challenges remain. The program's success was further attributed to effective organizational culture, strategic external partnerships, and targeted communication strategies. The study contributes to the understanding of applied higher education in tourism by proposing a conceptual framework that integrates industry requirements, policy frameworks, and institutional readiness. Recommendations include strengthening entrepreneurship education, enhancing industry immersion experiences, and developing more robust assessment mechanisms for applied learning outcomes. © 2025, Southeast Asian Association for Institutional Research. All rights reserved.

Community-based work experiences (CBWEs) offer students with intellectual and developmental disabilities structured opportunities to develop knowledge and skills needed to meet post-school employment goals. School paraprofessionals are often tasked with supporting students during CBWEs—a role which is often referred to as a job coach. To date, little research has been conducted on the role of paraprofessional job coaches or how they are trained or supervised to fulfill this role. The purpose of the current study was to understand the qualifications and responsibilities of paraprofessional job coaches, the training these job coaches receive to perform their job, and the role of school professionals in directing the activities of paraprofessional job coaches. School personnel who direct the activities of job coaches (e.g., vocational coordinators and special education teachers; N = 110) completed a 66-item survey, which included five sections. Survey responses were analyzed using descriptive statistics, factor analyses, and inferential statistics. Researchers found that the responsibilities of paraprofessional job coaches vary greatly and that training and supervision specific to job coaching are limited. These findings offer implications for future research as well as how school districts prepare and support paraprofessional job coaches to provide high-quality workplace supports for students with intellectual and developmental disabilities. © Council for Exceptional Children's Division on Autism and Developmental Disabilities 2025

The decision to pursue a career in sports often has far-reaching consequences in the professional career planning of high-performance athletes. Therefore, it is highly relevant to examine how the high-performance sports career is perceived as a signal in terms of the signaling theory (Spence, 1973) during a job application. To this end, an experiment was conducted to investigate how recruiters evaluate job applications from former high-performance athletes (both single and team sports), considering social, motivational, and cognitive competencies. In total, 303 subjects participated in this study. It is shown that the same person as a team athlete was considered significantly more capable for a professional entry than as an individual athlete or someone without a high-performance sports background. Although careers in high-performance sports can be considered a risky way to earn a living, our findings indicate that this is not necessarily the case: athletes who manage to complete an apprenticeship alongside their sport reduce their risk enormously, as their high-performance sports career is interpreted as a positive signal when applying. © The Author(s) 2024.

Public housing is an important resource for ensuring the safety and integration of newly arrived refugees in the United States (U.S.). This study examines the prevalence and multiple factors associated with accessing public housing programs among refugees in the U.S. The data for this study were derived from the 2019 Annual Survey of Refugees (ASR) collected over the past 5 years between 2014 and 2018 (N=3,995). Prevalence estimates were obtained through chi-square tests, while multiple logistic regression was used to determine significant associations between independent and dependent variables. The prevalence results indicated that 33.3% of refugees had access to public housing programs. Several primary factors, including being older, female gender, unmarried status, lower educational attainment, resettlement in the Midwest or South, and participation in other social welfare programs, were associated with decreased odds of accessing public housing programs among refugees. In contrast, refugees with chronic debilitating conditions were associated with increased odds of accessing housing programs compared to those without suchchronic debilitating conditions. These findings highlight the need for improved programs focused on vocational training, English language services, cultural orientation, and policy advocacy for higher minimum wages and affordable housing to facilitate the smooth resettlement of refugees in the U.S. © The Author(s) 2025.

Purpose This research aims to gain insight into the stereotypes surrounding vocational education and its groups from the students’ perspective. Building upon this basis, it seeks to explore the content, characteristics and solution strategies for stereotypes associated with vocational education and its groups. Design/methodology/approach It utilized interviews and the stereotypic explanatory bias (SEB) questionnaire to gain insight into and analyze the stereotypes associated with vocational education and its groups. A total of 40 vocational students participated in the interviews; 87 vocational students completed the SEB questionnaires about stereotypes about employment opportunities and professional development in vocational education, whereas 215 vocational students finished the SEB questionnaires regarding stereotypes about their academic learning ability. Findings The results of the SEB questionnaires show that vocational students commonly have negative preconceptions about their employment opportunities and professional development, which align with society’s negative stereotypes about vocational education. However, they do not hold significant stereotypes about their academic learning abilities, which shows that vocational students do not engage in self-deprecation or internalize the belief that their academic learning abilities are inferior to others. Research limitations/implications This research is beneficial for broadening and enriching the understanding of stereotypes about vocational education and its groups. Due to the limitations of the data, future research could provide a deeper understanding of stereotypes about vocational education by collecting more data, integrating self-reported methods and analyzing from more diverse perspectives. Practical implications The research findings provide valuable insights into the content and characteristics of stereotypes related to vocational education and its groups. These findings offer strategic guidance and ideas for reducing negative stereotypes, challenging the prevailing “degree supremacy” mindset and enhancing the societal recognition of vocational education. Originality/value This study distinguishes itself from prior research on gender, race and occupation stereotypes by investigating stereotypes about education. It expands and enhances the existing body of research on stereotypes and vocational education. © 2025 Emerald Publishing Limited

This research aims to assess the effect of entrepreneurship education through the ADDIE model on the entrepreneurial intentions of higher vocational college students in Hebei Province, integrating the Theory of Planned Behavior (TPB) and John Dewey's "Learning by Doing" theory as a foundational framework. This study used a cross-sectional design with a quantitative approach to evaluate the impact of an entrepreneurship education curriculum based on the ADDIE model. Data were collected at two time points: the Analysis phase (pre-test) and the Evaluation phase (post-test) after a 3-month curriculum. Participants included 260 vocational college students from eight universities in Hebei Province, specializing in Automotive Manufacturing Technology across all academic levels. A survey questionnaire with 28 questions was used to assess students’ entrepreneurial intentions, attitudes, and perceived behavioral control. Data analysis was performed using SPSS 26.0, with independent t-tests and linear regression employed for statistical evaluation. The research indicates a positive influence of the entrepreneurship education curriculum on students' perceived entrepreneurial attitude and behavioral control. The t-tests showed significant changes with large effects. However, regression analysis indicated a possible deterioration in attitude and a lack of significant change in behavioral control, suggesting other factors influencing the situation. The impact of the curriculum on entrepreneurial intentions is therefore contradictory. The findings suggest that entrepreneurship education positively affects students’ attitudes and perceptions about entrepreneurship, although perceived behavioral control presents some challenges. © 2025 Conscientia Beam. All Rights Reserved.

This research aims to formulate an internship model based on SMEs and Industrial Clinics to enhance the competencies of students in the Mechanical Engineering education department within the context of the Merdeka Belajar Kampus Merdeka (MBKM) or Freedom of Learning Independent Campus program. The study employed a mixed-methods approach using a concurrent triangulation strategy. Data were collected through questionnaires, focused group discussions supplemented with observations, and in-depth interviews with respondents, including students, lecturers, and industry/SMEs partners. The data were analyzed quantitatively and qualitatively through data reduction, data presentation, conclusion drawing, and verification. The findings indicate that: (1) Industrial clinic development is initiated based on the relevance of vocational education to the workforce, particularly the industrial sector, including small and medium-sized industries. The relationship between education and the workforce, especially SMEs, fosters various schemes and strategies related to partnerships in technology development, human resource education and industry development, economic growth, and strengthening the business climate; (2) The development of industrial clinics is oriented towards integrating systems in higher education, innovation, and production processes in industries including SMEs, local governments, vocational high schools, and communities; (3) The characteristics of industrial internship implementation through industrial clinics include internship activities, independent studies, and/or independent research. Students carry out activities for a specific period, which can be recognized for up to 20 credits. © 2025 Author(s).

This study aims to: (1) Determine the effectiveness of industrial work practices of Motorcycle Engineering (TSM) students at Muhammadiyah Purwodadi vocational School. (2) Determine the practical skills of Motorcycle Engineering (TSM) students at Muhammadiyah Purwodadi vocational School. (3) Determine the effectiveness of industrial work practices on the skills of Motorcycle Engineering (TSM) students at Muhammadiyah Purwodadi vocational School. The population of the study was 30 students in grade XII TSM. The study sample was 30 people. Sampling used the proportional random sampling technique. The data collection instrument used a questionnaire with a Likert scale, each item of which had been tested and met the validity and reliability standards. Data analysis used normality tests, correlation tests, linearity tests, simple regression tests and determination tests. The results of the descriptive analysis showed that (1) the effectiveness of industrial work practices at Muhammadiyah Purwodadi vocational School received an average score of 71.4/80 total score or an average value of 89.25% with a Very Good predicate. (2) practical skills at SMK Muhammadiyah Purwodadi got an average score of 59.9/80 total score or an average value of 75% with a good predicate. (3) correlation coefficient (r) of 0.068 and determination coefficient (R2) of 0.005. So, 0.5% of the practical skills of class XII TSM students at SMK Muhammadiyah Purwodadi are influenced by the effectiveness of industrial work practices. © 2025 Author(s).

This study aims to produce teaching material products in the form of E-Modules to assist lecturers in teaching and can be used to develop students' interests and expertise in the field of vocational education. The research uses the Research and Development method which refers to the Four-D research model. The feasibility of the product is carried out through validation carried out by material experts and media experts. Quantitative methods were used to test the theoretical models and a quantitative analytical survey was adopted in this study. The measurement items were obtained from the literature review and were considered to be representative of all aspects of the construct and indicators. In this study, Partial Least Square-Structural Equation Modeling (PLS-SEM) was used as a technique to test the research model. The results of the validation carried out through the constructed test using PLS-SEM analysis have met the test validity requirements of the e-module development. Assessment by material experts shows that the valid e-module has a feasibility percentage of 89.08%. The results of the validation carried out by media experts showed that this module was valid with a percentage of 88.15%. While the results of the analysis of student responses obtained a percentage of 85.06%. The impact of developing the module can be used by students as a learning resource in vocational education management courses. © 2025 Author(s).

In the face of the high requirements of vocational education for practical skills training, as well as the poor results and high costs of traditional training, this study aims to build an efficient and intelligent virtual training and simulation operation platform by introducing generative artificial intelligence technology to improve teaching quality and learning efficiency. This paper uses the adversarial generation ability of GAN and combines it with the knowledge graph in the field of vocational education to generate a high-fidelity and scalable virtual training environment. The variational autoencoder (VAE) is used to dynamically adjust the scene parameters to adapt to the needs of different majors and skill levels. Based on the Transformer multimodal dialogue model, a real-time operation guidance system integrating virtual and real is constructed. The physical engine is combined to simulate the feedback of equipment operation, and the long short-term memory network (LSTM) is used to capture the characteristics of the trainee’s operation sequence, dynamically predict potential errors and trigger correction prompts. This paper also uses the deep reinforcement learning (DRL) framework to build a personalized evaluation agent, using the trainee’s operation data as the state space to generate targeted training suggestions. The average operation accuracy of the experimental group students reaches 89.715%, the highest skill assessment pass rate reaches 100%, and the overall distribution is more concentrated, reducing the cost of practical training. In addition, teachers and students highly evaluated the teaching adaptability, operation guidance and error correction functions of the platform. The teaching platform proposed in this study provides a new path and strategy for the modernization of vocational education. © 2025 Copyright held by the owner/author(s).