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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Business Administration; Program Content; Educational Policy; Educational Needs; Job Skills; Computer System Design; Information Technology; Vocational Education; Competence; Standards; Interdisciplinary Approach; Models; Competency Based Education

Abstract:
Enterprise architecture (EA) implementation refers to a set of activities ultimately aiming to align business objectives with information technology infrastructure in an organization. EA implementation is a multidisciplinary, complicated and endless process, hence, calls for adequate education and training programs that will build highly skilled personnel (called enterprise architects) with diverse competencies. This development of domain-specific competencies is also supported by European policies on education and vocational training. To this end, the authors present training uses of the Enterprise Architecture Competence Framework (EA-CF). EA-CF is a proposed conceptual model that describes EA competencies in compliance to the European e-Competence Framework (e-CF). The authors argue that EA stakeholders can consult the framework regarding competencies they want to underpin and thus identify the corresponding skills, knowledge and attitudes that result as learning outcomes in EA courses and training programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; High Schools; Educational Change; Postsecondary Education; Literacy; Youth; Vocational Education; Careers; College Readiness; Academic Achievement; Employment Potential; Job Skills; Mathematics Skills; Relevance (Education); Dropout Rate; Dropout Prevention

Abstract:
More than half of 9th graders in the United States will never complete a college degree. High schools must do more than prepare some students for college: They must prepare all American youth for productive lives as well as continued learning beyond high school. In this timely volume, two educational leaders advocate for a more meaningful high school experience. To accomplish this, the authors argue that we need to change the focus of our current high school reform efforts from "college for all" to "careers for all." This work shows how schools can prepare young people both for the emerging workplace and postsecondary education. This book features: (1) A framework for a career and technical education that can stem dropout rates and increase the relevance of academics; (2) Examples of the three domains of knowledge and skill necessary for students to become truly college and career ready: academic knowledge, employability skills, and technical skills; (3) Evidence on how career and technical education can increase student engagement, improve academic achievement, and ease the transition to postsecondary education and employment; and Research-based strategies that schools can implement to improve students' math and literacy skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Auto Mechanics; Vocational Education; Curriculum Development; Curriculum Evaluation; Engines; Job Skills; Certification; Competence; Job Training; Entry Workers; Evidence; State Standards; Program Effectiveness; Social Change

Abstract:
The purpose of this case study was to examine whether written curriculum for Automotive Service Excellence (ASE) certified and non-certified training programs better prepares students for entry-level positions. The theoretical framework based on research by Frase described methodologies for comparing curricula at the system, school, and classroom levels. The overarching research question examined whether the written curricula for certified and non-certified programs provides the necessary skills required to allow students to obtain entry level automotive positions. In phase one, automotive dealerships in the first region received a survey for rating the engine performance competency skills from most to least important for working on an automobile engine. In phase two, an audit team comprised of eleven educators and five automotive members compared the two curricula. The data collected from the survey and curriculum comparison were analyzed using descriptive statistics for the quantitative analysis and by looking for patterns and making direct interpretations or generalizations in the qualitative analysis. The data revealed that the audit team favored the ASE Standards while showing general satisfaction with the state standards. The study contributes to social change by informing curricular design through research-based evidence that validates the added benefits for students completing an ASE certified automotive program. At the course level, these results provide specific direction to instructors in developing advanced automotive labs that will provide applications necessary for producing competent automotive technicians. Additional implications for social change that follow from these curricular improvements may include increased levels of mechanical safety on the highway due to the added knowledge and competence of service personnel. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Standards; State Standards; Competence; Alignment (Education); Competency Based Education; Youth Opportunities; Youth Programs; Continuation Students; Dropout Programs; Evening Programs; Day Programs; Developmental Studies Programs; Educational Resources; Change Strategies; Educational Strategies; Best Practices; Program Descriptions; Case Studies; At Risk Students; Reentry Students; Special Needs Students; Outreach Programs

Abstract:
For over 17 years, Boston Day and Evening Academy has served a population of young people often left behind: those who are off track to high school graduation or who have dropped out altogether. Through its competency-based approach, BDEA has tackled one of the toughest education conundrums of our time: how to recover low-skilled students two or more years off track to graduation, provide them a rich and rigorous education aligned with the Common Core State Standards, and graduate them quickly and college ready. This report uses BDEA as a model to describe the process of aligning competency-based pathways for off-track youth with rigorous standards. It details how BDEA designs its competencies for struggling students. In addition to a narrative of the process, the brief contains a glossary of terms and numerous examples, tools, and resources to assist educators tackling this work for their schools. Endnotes are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Employment Potential; Employees; Disabilities; Job Skills; Education Work Relationship; Employment; Entry Workers; Surveys; Gender Differences; Service Occupations; Career Development; Likert Scales; Factor Analysis; Factor Structure

Abstract:
Individuals with disabilities face persistent challenges in gaining meaningful employment. One of the barriers to successful employment is a lack of employability skills. The purpose of this study was to identify employability skills that employers value as being important and to examine whether employers have different expectations for individuals with and without disabilities. One hundred sixty-eight employers from different industries participated in this survey study. Employers considered certain skills as essential for all entry-level employees; however, there were noticeable differences between employers' expectations for employees with and without disabilities. Different expectations were also found between male and female respondents and between employers from service/business areas and those from science/technology areas. Implications of study findings are discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Guidelines; Supervisors; Supervisory Training; Internship Programs; Supervisory Methods; Supervisor Qualifications; Job Analysis; Job Skills; Occupational Information; Task Analysis; School Counseling

Abstract:
Site supervisors rarely receive training at the master's level in the supervisory skills required for the supervision of intern students. General guidelines for site supervisors are presented in this article. The article suggests steps for a site supervisor to take prior to accepting an intern, procedures to follow during the internship, and information regarding the evaluation process. The appendices contain information that readers can tailor to the unique needs of a site supervisor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Qualifications; Academic Achievement; Evidence; Certification; Foreign Countries; Secondary Education; Labor Market; Access to Education; Student Evaluation; Competence; Skills; Employment Potential; Access to Information; Disclosure; Academic Standards; Educational Attainment; Grading; Student Attitudes

Abstract:
Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary education and high stakes are associated to their performance when assessment results are used as a criterion for selection, both for access to higher education and other educational programmes and for access to the labour market. On the basis of research findings and country practices, this paper describes key features of assessment for qualification and certification in upper secondary education and discusses issues regarding its design and implementation. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Industry; Community Needs; Vocational Education; Employment Potential; Job Skills; Employees; Employment; Career Education; Partnerships in Education

Abstract:
Two key themes emerged from the 2012 National Leadership Forum: Taking Business to School, which was hosted by the Career and Technical Education Foundation at the end of May. The first was that employers are looking for a workforce that is technologically savvy while having leadership and employability skills. The second is that the business community needs to be more proactive about working with education and explaining the opportunities that exist within their respective industries. The 2012 National Leadership Forum provided a venue for representatives from the hospitality, transportation, and health care industries to share what is working and what is not when it comes to narrowing the skills gap. Through roundtable discussions, Q & A sessions, and from the panelists themselves, 16 action steps were identified. Some are focused on the business community, while others are focused on the education community. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Global Approach; Vocational Education; Vocational High Schools; Employment Potential; Job Skills; Professional Development

Abstract:
As a career and technical high school, Middle Bucks Institute of Technology in Jamison, Pennsylvania, has risen to the challenge of preparing students with 21st-century skills through rigorous academics, technical knowledge, and professional development. Everyone, from the administrative director to the classroom teacher, needs to understand their role in providing students with the skills to compete in a global economy. This article describes the guiding principles of educating 21st-century students from the perspective of the administrative director, the assistant director, the public safety teacher, and the multimedia technology teacher. (Contains 12 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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