This document discusses the development and results of an emotional intelligence (EI) module for mathematics undergraduates at a UK university. The module aimed to develop students' employability skills like self-awareness, communication, and coping with stress. It was run over three weeks and assessed students through assignments that encouraged self-reflection. Student feedback was largely positive and responses to a pre/post identity question suggested the module increased students' self-awareness and understanding of their emotions. The module aims to help students develop soft skills valued by employers of STEM graduates.
Vocational Disciplines - What could a general framework look like?Ghazally Spahat
The International Framework for Master’s degree programmes in Technical and Vocational Education and Training (TVET), which was adopted during the Hangzhou
Conference in November 2004 (Veal, Dittrich, Kämäräinen 2005), proposed a set of twelve vocational disciplines.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Vocational Disciplines - What could a general framework look like?Ghazally Spahat
The International Framework for Master’s degree programmes in Technical and Vocational Education and Training (TVET), which was adopted during the Hangzhou
Conference in November 2004 (Veal, Dittrich, Kämäräinen 2005), proposed a set of twelve vocational disciplines.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Research of Practical and Scenario Method in the Teaching of Cost Accountingijtsrd
Traditional cost accounting teaching is lack of practice teaching, students theoretical study is separated from practice, practical and scenario teaching method is the combination of practice and students interest in an organic whole, which solve the students passively accept knowledge in the process of learning, and build a bridge between the theory and practice, thus have good teaching application value. Wang Meiying | Li Deheng "Research of Practical and Scenario Method in the Teaching of Cost Accounting" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21428.pdf
Paper URL: https://www.ijtsrd.com/management/accounting-and-finance/21428/research-of-practical-and-scenario-method-in-the-teaching-of-cost-accounting/wang-meiying
Paper on Authentic Assessment of Creativity and Change Leadership. Unpacking of the cognitive and affective domains of creative problem solving process based on the thinking skills model, the mapping to how we design, implement and assess 21st century competencies may path new thinking in the way we envision learning.
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
This paper stresses on the need of using Knowledge Management (KM) in the higher education
institutions of Saudi Arabia. The paper is based on the literature review and personal experience of the author in the education sector.The paper aims at highlighting the importance of KM for the educational institutions
particularly for developing countries. It also reviews the readiness of Saudi Arabia for KM application by illustrating different development initiatives taken by the Saudi government in different sectors. However, the literature also identifies many barriers on the way. Keeping the importance of KM for the higher education institutions in view, this paper proposes to adopt the model of Library Knowledge Management Center (LKMC) with needed
modifications for Universities of Saudi Arabia. This LKMC model was proposed by Parker,Nitse, and Flowers (2005) for the small business corporate for providing the Knowledge Management (KM) and Competitive Intelligence (CI) services. The paper discusses different components of the LKMC model and their relevance to the education sector.
An Assessment of Knowledge, Skills, and Attitudes of Accountancy Business and...IJAEMSJORNAL
This research study aimed to assess the core competencies acquired by the ABM senior high school students of Cabanatuan City, Nueva Ecija. This assessment was done during their Work Immersion at ASKI Group of Companies, Inc. Corporate Office located at 105 Maharlika Highway, Cabanatuan City, Nueva Ecija. The study revealed that majority of the respondents agreed that students were already knowledgeable when it comes to different areas like common terminologies used in a workplace. It also shows that they are already skilled and possessed qualities needed to be competent. However, some respondents mentioned that some students still cannot analyze problem effectively and were not able to demonstrate good judgment in handling routine problems.
Research of Practical and Scenario Method in the Teaching of Cost Accountingijtsrd
Traditional cost accounting teaching is lack of practice teaching, students theoretical study is separated from practice, practical and scenario teaching method is the combination of practice and students interest in an organic whole, which solve the students passively accept knowledge in the process of learning, and build a bridge between the theory and practice, thus have good teaching application value. Wang Meiying | Li Deheng "Research of Practical and Scenario Method in the Teaching of Cost Accounting" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21428.pdf
Paper URL: https://www.ijtsrd.com/management/accounting-and-finance/21428/research-of-practical-and-scenario-method-in-the-teaching-of-cost-accounting/wang-meiying
Paper on Authentic Assessment of Creativity and Change Leadership. Unpacking of the cognitive and affective domains of creative problem solving process based on the thinking skills model, the mapping to how we design, implement and assess 21st century competencies may path new thinking in the way we envision learning.
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
This paper stresses on the need of using Knowledge Management (KM) in the higher education
institutions of Saudi Arabia. The paper is based on the literature review and personal experience of the author in the education sector.The paper aims at highlighting the importance of KM for the educational institutions
particularly for developing countries. It also reviews the readiness of Saudi Arabia for KM application by illustrating different development initiatives taken by the Saudi government in different sectors. However, the literature also identifies many barriers on the way. Keeping the importance of KM for the higher education institutions in view, this paper proposes to adopt the model of Library Knowledge Management Center (LKMC) with needed
modifications for Universities of Saudi Arabia. This LKMC model was proposed by Parker,Nitse, and Flowers (2005) for the small business corporate for providing the Knowledge Management (KM) and Competitive Intelligence (CI) services. The paper discusses different components of the LKMC model and their relevance to the education sector.
An Assessment of Knowledge, Skills, and Attitudes of Accountancy Business and...IJAEMSJORNAL
This research study aimed to assess the core competencies acquired by the ABM senior high school students of Cabanatuan City, Nueva Ecija. This assessment was done during their Work Immersion at ASKI Group of Companies, Inc. Corporate Office located at 105 Maharlika Highway, Cabanatuan City, Nueva Ecija. The study revealed that majority of the respondents agreed that students were already knowledgeable when it comes to different areas like common terminologies used in a workplace. It also shows that they are already skilled and possessed qualities needed to be competent. However, some respondents mentioned that some students still cannot analyze problem effectively and were not able to demonstrate good judgment in handling routine problems.
'ePortfolios for Employability- Promoting Career Learning through Business Engagement' (Kirstie Coolin, CIePD, University of Nottingham)
Abstract accepted for paper number 40 ALT-C 2012
Life Science Students’ Expectations on the Importance and Impact of Education...Adela Banciu
The aim of the study was to determine the students' expectations before and after MSc and teachers' perception of the educational process from the perspective of developing
employment opportunities.
Perception of Micro Enterprises Employers towards demonstrated Employability ...IJAEMSJORNAL
To ensure their graduates are prepared and employable, the significance of developing skills suitability and attitude among students should be considered vital. This paper determined the expected employability skills and attitudes of on-the-job-training/intern students. The descriptive method of research was used in this study. The researcher distributed survey questionnaires to a total of 50 micro enterprise employers were surveyed around Nueva Ecija which are composed of mostly restaurant-type businesses. Based from the data gathered and calculated results of expected skills, it can be implied that the on-the-job-training/intern students totally demonstrated the skills categorized as lifelong learning and understanding professional, social and ethical responsibilities. On the contrary, the on-the-job-training/intern students totally undemonstrated the skills categorized as business system approach. Summing up, the on-the-job-training/intern students demonstrated the expected employability skills. Further, the data gathered and calculated results of expected attitudes implied that the on-the-job-training/intern students totally demonstrated the attitudes categorized as motivated and cooperation. Meanwhile, the on-the-job-training/intern students totally undemonstrated the attitude categorized as commercial awareness/awareness of the industry. Summing up, the on-the-job-training/intern students demonstrated the expected employability attitudes.
Development of Dacum as Identification Technique on Job Competence Based-Curr...iosrjce
The purpose of this study was to identify the job competency in the field of electricity that was taught
in Vocational School (SMK). This research used research and development method. Based on conceptual and
procedures, this research and development was carried out referring to the model of SCID. It was summarized
in four stages: initial assessment, design, realization and evaluation. The development procedure started with a
need analysis of the competence of electricity in workforce and evaluated in several schools to get a response
about their learning needs. These results were then validated conceptually by experts. It showed that the job
competence profiles that were developed by Dacum identification technique were valid and reliable to be used
because it was practical and effective
Industry Partners’ feedback on the OJT performance of Bachelor of Science in ...IJAEMSJORNAL
This study determined the feedback of trainers/supervisors regarding the respondents’ personal, interpersonal and technical understanding skills in their on-the-job training (OJT) program using descriptive research design. The respondents of the study were 156 BSIT students enrolled in the OJT Program during the 2nd Semester of A.Y. 2018–2019 at Nueva Ecija University of Science Technology, San Isidro Campus. The findings of the study have shown that the students were excellent in numerous personal skills. Likewise, they were very good in most of their technical understanding skills which are hard skills in the field of Information Technology. Still, there were areas in which students’ performance need enhancement. Due to this, the researchers proposed a plan of action as an intervention to improve the program that would later result in the improvement of the students’ performance in their OJT.
This tracer study determined the employment status
of BS Computer Science
Graduates of LPU from 2004-2009. It also assessed t
he relevance of BSCS curricula,
knowledge, skills and work values acquired by the g
raduates relevant to their
employment; identify the personal and professional
characteristics and job placement
of Computer Science graduates and the school relate
d factors associated with their
employment. The findings of the study served as the
basis of the researcher to
improve, update or enhance the curricula of BSCS pr
ogram to make this more
responsive to the needs of fast changing technology
.
There were 85 percent of the surveyed respondents w
ho were gainfully employed;
majority have professional, technical and superviso
ry position, landed on their first
job related to their course completed, obtained the
ir first jobs in less than 1 year;
stayed in their first job more than 1 year, career
challenge, salaries and benefits are
the prime reasons for changing the job and lack of
work experience is the number 1
problem they encountered when looking for a job.
Information Technology and communication skills dev
eloped by LPU were
considered very much useful to the present work of
the respondents. Work related
values like love for God, supportiveness, courage,
tolerance and perseverance were
also deemed very much useful to the present employm
ent of the respondents. The
proposed program of the study focused on academic d
evelopment, employment
opportunity and enhancing leadership capability of
Computer Science graduates.
It is strongly recommended that the graduating stud
ents before graduation must be
given ample time to experience pre – employment exa
minations and interviews.
Faculty development trainings must be given to the
faculty members teaching
professional subjects. As to general Education Subj
ects, Mathematics and Language
subjects must also be strengthened. All Offices and
Departments must continue to
improve their services towards the attainment of ma
ximum customer satisfaction.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
Development of Instructional Model Based on Indonesian National Qualification...IJAEMSJORNAL
This study aims to develop a learning model based on the framework of Indonesia's national qualifications in an effort to improve students' vocational high school soft skills in North Sumatra Province. In particular, this study aims to (1) find soft skills that are in accordance with the needs of the world of work through needs analysis from various sources (stakeholders) and library studies, (2) find the basis of KKNI-based learning models through design based on the results of needs analysis and library studies. (3) finding the effectiveness of the learning model through testing the learning model on a limited and broad scale, (4) and disseminating the developed learning model to the teachers of Technology Vocational Schools in North Sumatra Province. This research uses development research methods, carried out directly with descriptive data collection that processes and analyzes inductive data. To produce operational products, namely the Indonesian National Qualification Framework (KKNI) based learning model, a cycle of research and development was carried out known as "the R & D cycle" which was carried out in stages over a period of three years. In the first year research, survey methods were used through needs analysis. The second year, the trial method was used through expert review procedures, one-on-one trials, small group trials, and field trials (first class). In the third year using a quasi-experimental method with the design of "Pretest-Posttest Control Group Design", for a broader scale and method of dissemination. The population of this research is the State Technology Vocational School students in the field of technology and engineering expertise in North Sumatra Province. The research sample was taken by area randomly. Data collection techniques used in this study were non-test techniques and test techniques. The non-test techniques used were questionnaire techniques, interviews, and documentation. The test technique used is the appearance test technique (performance test). The data analysis techniques used are (1) descriptive analysis to describe the data analysis of the needs and results of the trial data, and (2) One Way Anova test to determine the differences in the effectiveness of the teaching materials tested.
The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the FennemaSherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.
The effect of the OSGIPE learning model based on the Indonesian National Qual...IJAEMSJORNAL
This research is a package that was carried out in a period of 3 years to develop a learning model based on the framework of Indonesia's national qualifications in an effort to improve students' vocational high school soft skills. The first year conducted two years ago, a draft learning model was found, namely the OSGIPE model. In the second year, a formative evaluation was carried out on the OSGIPE model through one on one, small group, and limited field trials. There was a significant increase in students' soft skills amounting to 23.05%. In the third year which is this year, a summative evaluation through wide field trials it have been carried out and still show that there is a significant increase in students' soft skills amounting to 23.44 %. It means that the OSGIPE model was feasible and effectively used to improve the soft skills of vocational high school technology students. So, the OSGIPE model can be used as an operational product concistently.
This study was an assessment of the evaluation standards of “Practical
Education” module of the Elementary Education Undergraduate Program in
Arab Open University/Jordan. Its main focus was to investigate problems and
views raised by the students in order to develop more accurate standards to
evaluate their performance. The curriculum characteristics of the module as
well as the students’ portfolios and field reports had been reviewed. A
questionnaire and a detailed face-to-face interactive meeting had been
conducted with 55 male and female students in the academic year 2018/2019.
The results show that the students stress the need to adopt practical
applications standards to evaluate the skill goals sought by the curriculum
instead of focusing on their knowledge. The students express their need to
develop their skills in planning, implementation of teaching tasks and
evaluation, while the evaluation standards measure their ability to recall
theoretical information. They stress their need to extend their training period
in field in order to acquire enough practical experience to be more efficient to
carry out their tasks properly. The findings of the study can be applicable for
other countries, especially the developing countries, in the sense of
developing modern evaluation standards for practical field training of their
student teachers, as well as improving curricula that respond to the schools’
requirements in a changing world.
2. Mathematics TODAY DECEMBER 2014 213
PROOF
from Gestalt therapy [11], an existential/experiential form of psy-
chotherapy that emphasises personal responsibility, and that fo-
cuses upon the individual’s experience in the present moment.
The final assessment was a reflective journal – designed to cap-
ture the learning process the student has been through over the
past six weeks; again developing the student’s ability to engage in
self-reflection. As EI is a soft (rather than hard) skill, the marking
was more akin to arts rather than sciences (i.e. no actual ‘correct’
answer).
Results and observations
Each week the attendance numbers increased – week one saw 12
students attending, week two saw 14 students and the final week
saw a full house of 20 students. The module evaluation had very
positive feedback from the staff and students, although this evi-
dence is qualitative. However, a longitudinal study shall be at-
tempted later to see the impact of this module to actual student
grades versus predicted grades – and to see if the module has had
any major impact, as well as looking in the future to student des-
tination data. To give an indication of the feedback, one positive
and one negative comment is given below:
This was an excellent module – I would definitely
choose to do this module if it were an option in my
final year.
Can’t understand why we had to do this module – I
signed up for a maths degree – not feelings and emo-
tions.
As the module was held over a short space of time, it is dif-
ficult to assess impact evaluation; however, Singh did devise a
pre-entry question and a post-exit question to assess what shift or
change had occurred in the students in terms of developing EI.
The students were asked at the beginning of the first lecture and
again at the very end of the module the following question:
Who am I?
Abstracts from the following selection of student responses illus-
trate that there was a positive shift in developing EI:
Student A
Who am I – statement written at first lecture: I am 20 years old.
Currently in the second year of my maths degree. I am a football
enthusiast. I eat, sleep, drink and think football.
Who am I – statement written at end of module: I am a confident,
motivated person. I’m not afraid to speak up when something af-
fects my religious morals. I have realised that emotions are meant
to be controlled, not blocked out. I have a better understanding
of my inner emotions and how to cope with them.
Student B
Who am I – statement written at first lecture: I’m (age), born and
raised in (country). I speak French. I have been living in Manch-
ester for almost 4 years.
Who am I – statement written at end of module: I am easily dis-
tracted. I am a positive person, I am a friendly person who enjoys
meeting new people. I take my university studies seriously.
Student C
Who am I – statement written at first lecture: I am 21 years old.
In the future I am wanting to be a maths teacher. I enjoy drawing
and baking cakes, but don’t have much time to enjoy these plea-
sures. I also enjoy doing exercise but only sport based.
Who am I – statement written at end of module: Kind of torn
between where I want to be in a few years, life is going too fast
and I’m not ready to grow up. The responsibility commitment is
a scary thought, but it’s going to happen regardless of how I feel
about it. I have a short attention span so I zone out a lot and try
to get myself back in the room – especially in lectures.
Student D
Who am I – statement written at first lecture: Blue eyes. 6ft 1 in.
Terribly dressed. Massive Man City fan. Good friend.
Who am I – statement written at end of module: Confident – ap-
parently cocky. Good listener. Love football. Know what I want
to do in life. Like giving compliments. Like watching other people
learn. Love family. Ambitious. Approachable.
The above abstracts do evidence a shift in maturity and EI –
each student (statement) has shown a heightened level of self-
awareness following the completion of the module, highlight-
ing both strengths and areas of self-improvement for themselves.
Each student has evidenced in their statements a deeper under-
standing of their inner self. Anecdotally Chadwick has reported
a personal change in a majority of students following the comple-
tion of the module – of which some students have made signifi-
cant steps forward in conquering fears, e.g. speaking with more
confidence in lectures, being more engaged in lectures and stu-
dents not being struck by exam anxiety.
Future developments
This is an ongoing trial and based on the first year experiences and
feedback, new changes will be made to the module in the 2014/15
academic year to explicitly include discipline focus, such as mak-
ing some of the assessments more focused around a real-life in-
dustrial mathematics topic as well as introducing more team ac-
tivities and specific mathematics careers activities. Singh is also
developing some further impact evaluation tools to help better
assess the shift of students’ EI, before and after the module. The
module is aimed at second and final year students, and Singh is
currently developing a further ‘Advanced Emotional Intelligence’
module aimed at final year and MSc students.
Teaching EI in HEIs is still a fairly new area, particularly
within the STEM subjects. It is highly likely that this is the first
time an EI module has been delivered within a taught mathemat-
ics/STEM degree in the United Kingdom. The module has al-
ready exhibited some degree of evidence to show its value and
impact to student experience, both in terms of raising student em-
ployability skills, but perhaps more crucially, developing a skill
set within students which will equip them for an increased quality
of life, whichever career they choose to follow.
The best and most beautiful things in the world can-
not be seen nor even touched, but just felt in the heart.
– Helen Keller [12].
3. Mathematics TODAY DECEMBER 2014 214
PROOF
Acknowledgements
The authors would like to thank Dr Sukhvinder Phull (Asso-
ciate Dean, School of Engineering and Applied Science, Aston
University), Dr Sotos Generalis (Reader in Mathematics, Aston
University) and Professor Duncan Lawson (Pro-Vice-Chancellor
for Formative Education, Newman University) for their support
in discussing ideas based around the theme of this paper and
for their valuable editorial assistance. The authors would also
like to acknowledge funding for this project from a Continuing
Professional Development (CPD) grant from the North West Uni-
versities Association and National HE STEM Programme.
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