Education for employability: focus of educational research
DOI:
https://doi.org/10.33010/ie_rie_rediech.v10i19.715Keywords:
education, employability, competencies, research, teachingAbstract
There is interest within academic circles in discussing the role of universities in preparing students for employment and the development of employability competencies. This interest developed from the high unemployment rates of recent college graduates in some countries. The purpose of the article was to support this discussion and frame it in terms of the achievements of scholars involved in this type of research. Under a qualitative content analysis approach, 46 articles on employability were examined. The analysis emerged six major themes about the work that universities engage in to promote employability. These categories are: cross-discipline competencies, equity, employability promotion, internationalization, educational programs, and labor market. These categories represent teaching, service, and research opportunities for teachers and academics. Implications are discussed in terms of the contributions attributed to Boyer and others who argued in favor of articulating the functions of the professoriate.
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Davis, A., Dent, E. y Wharff, D. (2015). A conceptual model of systems thinking leadership in community colleges. Systemic Practice & Action Research, 28(4), 333-353.
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Dibenedetto, C.A. y Myers, B.E. (2016). A conceptual model for the study of student readiness in the 21st century. NACTA Journal, 60, 28-35.
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Fernández Fassnacht, E. (2017). Una mirada a los desafíos de la educación superior en México. Journal Educational Innovation / Revista Innovación Educativa, 12(74), 183-207.
Gervilla Castillo, E. (2004). Buscando valores: el análisis de contenido axiológico. Perfiles Educativos, 26(103), 95-110.
Haasler, S.R. (2013). Employability skills and the notion of self. International Journal of Training & Development, 17(3), 233-243.
Hualde, A. y Serrano, A. (2005). La calidad del empleo de asalariados con educación superior en Tijuana y Monterrey. Revista Mexicana de Investigación Educativa, 10(25), 345-374.
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Kezar, A. (2005). What campuses need to know about organizational learning and the learning organization. New Directions for Higher Education 2005, (131), 7-22.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
Licona Michel, Á. y Rangel Delgado, J.E. (2013). Pilares de la competitividad, educación superior, nuevas tecnologías y empleo en Corea del Sur y México. Análisis Económico, 28(69), 79-108.
López Aguado, M. (2018). La evaluación de la calidad de títulos universitarios. Dificultades percibidas por los responsables de los sistemas de garantía de calidad. Educación XX1, 21(1), 263-283.
Martínez Lobatos, L. (2014). Currículo y vinculación: una relación socioeducativa aplazada para la formación profesional. Sinéctica, (43), 1-21.
Mathany, C., Clow, K.M. y Aspenlieder, E.D. (2017). Exploring the role of the scholarship of teaching and learning in the context of the professional identities of faculty, graduate students, and staff in higher education. Canadian Journal for the Scholarship of Teaching & Learning, 8(3), 1-17.
Milner, S., Cousins, W. y McGowan, I. (2016). Does all work and no play make a dull graduate? Perceptions of extra-curricular activities and employability. Journal of Perspectives in Applied Academic Practice, 4(1), 13-18.
Moctezuma, P., Ocegueda, M.T., Mungaray, A., Ocegueda, J.M. y Estrella, G. (2013). Cobertura con calidad a través de la reorganización institucional en la educación superior de Baja California. Frontera Norte, 25(49), 87-108.
Pfleger, R.H., Wilson, T.S., Welner, K. y Bibilos, C. (2018). Measuring opportunity: Redirecting education policy through research. Education Policy Analysis Archives, 26(72/73), 1-27.
Ponnuswamy, I. y Lysander, H. (2016). Impact of learning organization culture on performance in higher education institutions. Studies in Higher Education, 41(1), 21-36.
Saldaña, J. (2016). The coding manual for qualitative researchers (3ª ed.). Thousand Oaks, California: Sage.
Senge, P., Cambron-McCabe, N., Lucas, T. (2012). Schools that learn: Updated and revised. Nueva York: Crown Business.
Sueyoshi, A. y Rangel Delgado, J.E. (2016). La convergencia de las políticas de educación superior y las políticas de empleo en los mercados laborales de Japón y México. Portes: Revista Mexicana de Estudios sobre la Cuenca del Pacifico, 10(20), 81-103.
Udall, J., Forrest, D. y Stewart, K. (2015). Locating and building knowledges outside of the academy: Approaches to engaged teaching at the University of Sheffield. Teaching in Higher Education, 20(2), 158-170. https://dx.doi.org/10.1080/13562517.2014.966237
van der Meulen, B. (2002). Europeanization of research and the role of universities: An organizational-cultural perspective. Innovation: The European Journal of Social Sciences, 15(4), 341-355.
White, M.D. y Marsh, E.E. (2006). Content analysis: A flexible methodology. Library Trends, 60(1), 22-45.
Wolff, R. y Booth, M. (2017). Bridging the gap: Creating a new approach for assuring 21st century employability skills. Change: The Magazine of Higher Learning, 49(6), 51-54. https://dx.doi.org/10.1080/00091383.2017.1399040
Yingqiang, Z. y Yongjian, S. (2016). Quality assurance in higher education: Reflection, criticism, and change. Chinese Education & Society, 49(½),7-19.
Backhoff Escudero, E., Guevara Niebla, G., Hernández Uralde, J. y Sánchez Moguel, A.E. (2018). El aprendizaje al término de la educación media superior en México. El Cotidiano. Revista de la Realidad Mexicana Actual, 33(208), 7-19.
Banathy, B.H. (1999). Systems thinking in higher education: Learning comes to focus. Systems Research & Behavioral Science, 16(2), 133-145.
Bernstein, J.L. (2018). Finding moments of meaning in undergraduate education: How the scholarship of teaching and learning can help. International Journal for the Scholarship of Teaching & Learning, 12(1), 1-8.
Bonney, K.M. (2018). Students as partners in the scholarship of teaching and learning. International Journal for the Scholarship of Teaching & Learning, 12(2), 1-5.
Bowen, G. (2010). Service learning in the scholarship of teaching and learning: Effective practices. International Journal for the Scholarship of Teaching & Learning, 4(2), 1-15.
Boyer, E.L., Moser, D., Ream, T.C. y Braxton, J.M. (2016). Scholarship reconsidered: Priorities of the professoriate (expanded edition). Jossey-Bass.
Caballero, K. y Bolívar, A. (2015). El profesorado universitario como docente: hacia una identidad profesional que integre docencia e investigación. Revista de Docencia Universitaria, 13(1), 57-77.
Chadha, D. y Toner, J. (2017). Focusing in on employability: Using content analysis to explore the employability discourse in UK and USA Universities. International Journal of Educational Technology in Higher Education, 14(1), 1–26. https://dx.doi.org/10.1186/s41239-017-0071-0
Contreras-Cueva, A.B. y Rubio González, J.A. (2014). Las tendencias del capital humano en México: un análisis de la trayectoria de la educación por género 2005-2012. Entreciencias: Diálogos en la Sociedad del Conocimiento, 2(3), 67-80.
Cunningham, J. (2016). Genres of underemployment: A dialogical analysis of college graduate underemployment. Qualitative Research in Education, 5(1), 1-24.
Davis, A., Dent, E. y Wharff, D. (2015). A conceptual model of systems thinking leadership in community colleges. Systemic Practice & Action Research, 28(4), 333-353.
de la Luz Tovar, C. y Díaz González, E. (2010). Dispersión del ingreso y demanda de educación media superior y superior en México. Análisis Económico, 25(58), 99-122.
Dibenedetto, C.A. y Myers, B.E. (2016). A conceptual model for the study of student readiness in the 21st century. NACTA Journal, 60, 28-35.
Divan, A., Ludwig, L.O., Matthews, K.E., Motley, P.M. y Tomljenovic-Berube, A.M. (2017). Survey of research approaches utilized in the scholarship of teaching and learning publications. Teaching & Learning Inquiry, 5(2), 16-29.
Dunnion, J. y O’Donovan, B. (2014). Systems thinking and higher education: The vanguard method. Systemic Practice & Action Research, 27(1), 23-37.
Eliška, K. (2016). Risk factors of young graduates in the competitive E.U. labor market at the end of the current economic crisis. Journal of Competitiveness, 7(3), 38-51.
Fernández Fassnacht, E. (2017). Una mirada a los desafíos de la educación superior en México. Journal Educational Innovation / Revista Innovación Educativa, 12(74), 183-207.
Gervilla Castillo, E. (2004). Buscando valores: el análisis de contenido axiológico. Perfiles Educativos, 26(103), 95-110.
Haasler, S.R. (2013). Employability skills and the notion of self. International Journal of Training & Development, 17(3), 233-243.
Hualde, A. y Serrano, A. (2005). La calidad del empleo de asalariados con educación superior en Tijuana y Monterrey. Revista Mexicana de Investigación Educativa, 10(25), 345-374.
Huisman, J. y Currie, J. (2004). Accountability in higher education: Bridge over troubled water? Higher Education, 48(4), 529-551.
Humphreys, D. (2014). Employment outcomes in the four-year sector: The value of liberal arts degrees. Change, 46(3), 64-66.
Instituto Nacional de Estadística y Geografía, INEGI. (2018). Encuesta Nacional de Ocupación y Empleo. Recuperado de http://www.inegi.org.mx/lib/olap/consulta/general_ver4/MDXQueryDatos_colores.asp?c=
Ison, R. (1999). Applying systems thinking to higher education. Systems Research & Behavioral Science, 16(2), 107-112.
Jiménez Moreno, J.A. (2017). La evaluación de los egresados de formación profesional en México: reflejo de la implementación de la política de competitividad en la educación superior. Education Policy Analysis Archives, 25(43-52), 1-18.
Kezar, A. (2005). What campuses need to know about organizational learning and the learning organization. New Directions for Higher Education 2005, (131), 7-22.
Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23.
Licona Michel, Á. y Rangel Delgado, J.E. (2013). Pilares de la competitividad, educación superior, nuevas tecnologías y empleo en Corea del Sur y México. Análisis Económico, 28(69), 79-108.
López Aguado, M. (2018). La evaluación de la calidad de títulos universitarios. Dificultades percibidas por los responsables de los sistemas de garantía de calidad. Educación XX1, 21(1), 263-283.
Martínez Lobatos, L. (2014). Currículo y vinculación: una relación socioeducativa aplazada para la formación profesional. Sinéctica, (43), 1-21.
Mathany, C., Clow, K.M. y Aspenlieder, E.D. (2017). Exploring the role of the scholarship of teaching and learning in the context of the professional identities of faculty, graduate students, and staff in higher education. Canadian Journal for the Scholarship of Teaching & Learning, 8(3), 1-17.
Milner, S., Cousins, W. y McGowan, I. (2016). Does all work and no play make a dull graduate? Perceptions of extra-curricular activities and employability. Journal of Perspectives in Applied Academic Practice, 4(1), 13-18.
Moctezuma, P., Ocegueda, M.T., Mungaray, A., Ocegueda, J.M. y Estrella, G. (2013). Cobertura con calidad a través de la reorganización institucional en la educación superior de Baja California. Frontera Norte, 25(49), 87-108.
Pfleger, R.H., Wilson, T.S., Welner, K. y Bibilos, C. (2018). Measuring opportunity: Redirecting education policy through research. Education Policy Analysis Archives, 26(72/73), 1-27.
Ponnuswamy, I. y Lysander, H. (2016). Impact of learning organization culture on performance in higher education institutions. Studies in Higher Education, 41(1), 21-36.
Saldaña, J. (2016). The coding manual for qualitative researchers (3ª ed.). Thousand Oaks, California: Sage.
Senge, P., Cambron-McCabe, N., Lucas, T. (2012). Schools that learn: Updated and revised. Nueva York: Crown Business.
Sueyoshi, A. y Rangel Delgado, J.E. (2016). La convergencia de las políticas de educación superior y las políticas de empleo en los mercados laborales de Japón y México. Portes: Revista Mexicana de Estudios sobre la Cuenca del Pacifico, 10(20), 81-103.
Udall, J., Forrest, D. y Stewart, K. (2015). Locating and building knowledges outside of the academy: Approaches to engaged teaching at the University of Sheffield. Teaching in Higher Education, 20(2), 158-170. https://dx.doi.org/10.1080/13562517.2014.966237
van der Meulen, B. (2002). Europeanization of research and the role of universities: An organizational-cultural perspective. Innovation: The European Journal of Social Sciences, 15(4), 341-355.
White, M.D. y Marsh, E.E. (2006). Content analysis: A flexible methodology. Library Trends, 60(1), 22-45.
Wolff, R. y Booth, M. (2017). Bridging the gap: Creating a new approach for assuring 21st century employability skills. Change: The Magazine of Higher Learning, 49(6), 51-54. https://dx.doi.org/10.1080/00091383.2017.1399040
Yingqiang, Z. y Yongjian, S. (2016). Quality assurance in higher education: Reflection, criticism, and change. Chinese Education & Society, 49(½),7-19.
Published
2019-10-21
How to Cite
Díaz Gómez, E. R. (2019). Education for employability: focus of educational research. IE Revista De Investigación Educativa De La REDIECH, 10(19), 221 - 238. https://doi.org/10.33010/ie_rie_rediech.v10i19.715
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