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Soft skills at the Malaysian institutes of higher learning
"... Abstract This article discusses human capital develop-ment through the seven soft skills elements which comprise communication skills, critical thinking and problem solv-ing skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional mora ..."
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Abstract This article discusses human capital develop-ment through the seven soft skills elements which comprise communication skills, critical thinking and problem solv-ing skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education, Malaysia recently announced that the said soft skills are to be introduced to undergraduates of Institutes of Higher Learning in Malaysia. Suggestions on how these elements are to be incorporated in the under-graduates program are also put forward.
Industrial Internship Programme At Universiti Teknologi Petronas - A Collaboration Strategy That Enhanced Students' Soft Skills In The Ever-Changing Technology
, 2002
"... The Universiti Teknologi PETRONAS (UTP) curriculum was designed to contain substantial practical experiences. `Learning-by-doing' approach is used allowing students to apply the theories into applications. This ability is known as hard technical skill. The university also provide opportunities ..."
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The Universiti Teknologi PETRONAS (UTP) curriculum was designed to contain substantial practical experiences. `Learning-by-doing' approach is used allowing students to apply the theories into applications. This ability is known as hard technical skill. The university also provide opportunities for students to develop their soft skills through normal curriculum structure and through extra-curriculum activities. Both skills are important for students to master in the nowadays ever-changing world. In the recent years, there have been great industry demands for students to have more soft skills than technical. However, since industry is using real life setting, there are soft skill components that university cannot provide. To overcome this problem, university has to establish simulated environments, but this approach unable to effectively instil the necessary soft skills. Collaboration is the proposed solution, where students are sent to industry to gain real soft skill experiences. This paper presented UTP's Industrial Internship Programme as a strategic partnership with industry to produce well-rounded graduate students in anticipating the ever-changing technology.
Model for Teaching the Management Skills Component of Managerial Effectiveness to Pharmacy Students
"... Although researchers differ concerning the importance they place on various attributes of managerial effectiveness, three basic components are critical: appropriate behaviors, motivation, and skills. This paper focuses on the management skills component of managerial effectiveness. It reviews the re ..."
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Although researchers differ concerning the importance they place on various attributes of managerial effectiveness, three basic components are critical: appropriate behaviors, motivation, and skills. This paper focuses on the management skills component of managerial effectiveness. It reviews the relevant management literature related to what effective management skills are, why they are important, and describes one model, based on empirical research, for teaching management skills to pharmacy students. Two basic assumptions are made. First, most pharmacists are managers since they must manage others (e.g., a staff pharmacist may manage a pharmacy technician). Second, basic management skills are transferable from one setting to another. This assumption is based on the fact that, despite the incredible technological advances during the past one hundred years, the basic skills needed for effective, growth-producing human relationships has remained relatively stable for virtually every industry. In addition, there is considerable empirical support for the notion that management skills are transferable across industries and practice settings.
Integrating Soft Skill Competencies Through Project-based Learning Across the Information Systems Curriculum
"... Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be ..."
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Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and project-based learning can be used to incorporate soft skill competencies with technical skills. The authors have created instructional modules that take these factors into account. Using these strategies while at the same time applying soft skills into practice, students gain a deeper understanding and appreciation of the importance of such skills.
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, 2008
"... The effect of problem/project-based learning on a desired skill set ..."
In this issue: Integrating Soft Skill Competencies Through Project-based Learning Across the Information Systems Curriculum
, 2010
"... Abstract: Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and projectbased learni ..."
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Abstract: Contemporary Information Systems graduates will be more marketable in the workplace upon graduation if they have combined competencies in both technical and soft skills: interpersonal communication, teamwork, time management, planning and organizational skills. Team and projectbased learning can be used to incorporate soft skill competencies with technical skills. The authors have created instructional modules that take these factors into account. Using these strategies while at the same time applying soft skills into practice, students gain a deeper understanding and
Students PerspectiveE
, 2002
"... Students from the University of Waikato’s cooperative education program completed a questionnaire (n=71) in which they rated the relative importance of a list of 24 workplace competencies (using a 7-point Likert scale) for graduates entering the workforce now, and those who will do so in 10 years ti ..."
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Students from the University of Waikato’s cooperative education program completed a questionnaire (n=71) in which they rated the relative importance of a list of 24 workplace competencies (using a 7-point Likert scale) for graduates entering the workforce now, and those who will do so in 10 years time. The top five ranked competencies in order were; ability and willingness to learn, initiative, achievement orientation, personal planning and organizational skills, and analytical thinking. Comparison with business sector students showed some differences in what students thought were the most important competencies, with business students ranking computer literacy, teamwork and cooperation and self-confidence
Asia- Pacific Journal of Cooperative Education Ranking Workplace Competencies: Student and Graduate Perceptions
, 2001
"... Students and graduates from a variety of business studies programs at a New Zealand tertiary institution completed a questionnaire in which they ranked the relative importance of a list of 24 competencies for graduates entering the workforce using a 7-point Likert scale. These competencies were iden ..."
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Students and graduates from a variety of business studies programs at a New Zealand tertiary institution completed a questionnaire in which they ranked the relative importance of a list of 24 competencies for graduates entering the workforce using a 7-point Likert scale. These competencies were identified from literature reports of the characteristics of superior performers in the workplace. The results show a close similarity between students and graduates ’ ranking of competencies with computer literacy, customer service orientation, teamwork and co-operation, self-confidence, and willingness to learn ranked most important. There was little difference between the two groups in their rankings of cognitive or ‘hard ’ skills and behavioral or ‘soft ’ skills. However, the graduates placed greater importance on most of the competencies, resulting in a statistically significant difference between the graduates and students ’ ranking of both hard and soft skills. The findings from this study suggest that cooperative education programs may help develop business students ’ awareness of the
Employer PerspectiveE
, 2002
"... In this paper we report the views of science and technology sector employers about the importance of a variety of workplace competencies. Employers of students from the University of Waikato’s cooperative education program completed a questionnaire (n=172) in which they rated the relative importance ..."
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In this paper we report the views of science and technology sector employers about the importance of a variety of workplace competencies. Employers of students from the University of Waikato’s cooperative education program completed a questionnaire (n=172) in which they rated the relative importance of a list of 24 workplace competencies (using a 7-point Likert scale) for new graduates entering the workforce now, and for new graduates who will do so in 10 years time. The survey instrument, taken from the literature, was that used to investigate the views of business sector stakeholders
