Transferable Skills
In this paper we will be going over transferable skills with post-secondary students. It has been proven to a degree that it is more likely for students to gain transferable skills to the work place if it is pointed out what they will be receiving from the assignment. (Martini, Rail & Norton, 2015). The professors don’t take the time to figure out if the students know the transferable skills before moving on with the course work, nor do they take the time to point out to the students what skill set they will be receiving while doing an assignment (Martini, Rail & Norton, 2015). Yet if the professor were to take the time to ask and point out the skill sets that the student will be receiving during the assignment the students are more likely
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The total number of students involved in this experiment was 1126. This does not count the entire class due to students being allowed to opt out of this experiment. Out of the students who did take part of this experiment through, these were the students that did participate. There were 849 females, 267 males, 4 transgendered and 6 undeclared their gender. These participants were split into two groups, one being the skills group having 565 students, the other was the no skills group having 561 students. The age mean for the group was 19.59. Materials
The materials used in this experiment was a questionnaire, a computer or device were they would be able to answer said questionnaire and finally they would need to be able to have access to internet. The internet would need to need to have a stable connection, for the questionnaire to not be lost or have a malfunction when submitting it. …show more content…
Such as; is it just because the participants in this study were just first year students? Did these students know the meaning of these skills and what it might able to for them and their future careers? Or is it just because the students could care less and just don’t have the motivation and right attitude to be learning and picking up these skills? Or finally is it just because it was just never properly introduced to the students leading them to not understanding transferable skills. These might be due to the limitations we see with in this study being, that it was done with only first year students, and not knowing their back ground knowledge and if they have come straight from high school, a year off, or have they transferred schools and/or program. Creating this imbalance between students. And this imbalance might transfer to the later years, leading to graduates having an imbalance when trying to find employment. Some will have the transferable skills that employers are looking for where others won’t and employers questioning the schools as to why their graduate classes don’t all have the skills, or don’t even know what transferable skills might be. So as a professor what could they do to stop this imbalance between the first year, so that it’s more balanced through their later years and once they graduate? The professors could start teaching the first years the transferable skills required and continue
The total number of students involved in this experiment was 1126. This does not count the entire class due to students being allowed to opt out of this experiment. Out of the students who did take part of this experiment through, these were the students that did participate. There were 849 females, 267 males, 4 transgendered and 6 undeclared their gender. These participants were split into two groups, one being the skills group having 565 students, the other was the no skills group having 561 students. The age mean for the group was 19.59. Materials
The materials used in this experiment was a questionnaire, a computer or device were they would be able to answer said questionnaire and finally they would need to be able to have access to internet. The internet would need to need to have a stable connection, for the questionnaire to not be lost or have a malfunction when submitting it. …show more content…
Such as; is it just because the participants in this study were just first year students? Did these students know the meaning of these skills and what it might able to for them and their future careers? Or is it just because the students could care less and just don’t have the motivation and right attitude to be learning and picking up these skills? Or finally is it just because it was just never properly introduced to the students leading them to not understanding transferable skills. These might be due to the limitations we see with in this study being, that it was done with only first year students, and not knowing their back ground knowledge and if they have come straight from high school, a year off, or have they transferred schools and/or program. Creating this imbalance between students. And this imbalance might transfer to the later years, leading to graduates having an imbalance when trying to find employment. Some will have the transferable skills that employers are looking for where others won’t and employers questioning the schools as to why their graduate classes don’t all have the skills, or don’t even know what transferable skills might be. So as a professor what could they do to stop this imbalance between the first year, so that it’s more balanced through their later years and once they graduate? The professors could start teaching the first years the transferable skills required and continue