Using a Simulated Employer Project to Enhance Student Employability Skills in a Tertiary Level Language Course

Authors

  • Hooi Koon Rachel Tan INTI Language Centre, INTI International College Subang, 47500 Subang Jaya, Selangor, Malaysia

DOI:

https://doi.org/10.11113/sh.v16n2.2135

Keywords:

employer project, employability skills, work-integrated learning, English language course, tertiary education

Abstract

Recent reports highlighted that new graduates are still not meeting the expertise requirements of the industry, and with the increased use of AI tools, such as ChatGPT, there are also growing concerns that tertiary level students’ development of their knowledge and skills may be affected. Over the years, various strategies have been developed to address the expertise gap, such as internship and apprenticeship programmes, seminars, bootcamps, etc. The Employer Project (EP) is one such effort implemented at a private higher education institution in Malaysia, where students analyse and solve business case studies or industry-relevant problems given by the partnering employers. These EPs are mapped to the course learning outcomes; therefore, finding and implementing suitable EPs that would match an English language course’ learning outcomes has been challenging. This paper discusses a case study where the EP model is simulated for a degree-level Business English course assignment, involving an industry partner who has over 30 over years of industry experience. The assignment spanning across 11 weeks is based on a case study developed by the industry partner. After the students’ face-to-face presentation session with the industry partner, a survey was conducted to gather their feedback. A preliminary text analysis revealed that while many of the students felt nervous while presenting to the industry partner, they found the session very enjoyable and helpful to their knowledge development. An interview with the industry partner revealed some areas of focus and suggestions to reduce the expertise gap. The implications include how EPs can make a degree-level language course more relevant in developing employability skills and how EPs can mitigate the negative impacts of AI tools in the language course.

References

Abdullah, Q. ‘A, Humaidi, N., & Shahrom, M. (2020). Industry revolution 4.0: the readiness of graduates of higher education institutions for fulfilling job demands. Revista Română De Informatică Şi Automatică, 30(2), 15–26. https://doi.org/10.33436/v30i2y202002

Ali, S. (2022). Vital for nation to embrace Industrial Revolution 4.0. The Sun Daily. Retrieved on August 1, 2023, from https://www.thesundaily.my/home/vital-for-nation-to-embrace-industrial-revolution-40-IG9495039.

Ali, M.F.M and Pereira, E.A and Phang, S.S. & Vijayaratnam, P.A. (2018). Developing Workplace Skills via Employer Projects. INTI Journal, 1, 41. http://eprints.intimal.edu.my/1490/

Atkinson, G. (2016). Work-based learning and work-integrated learning: Fostering engagement with employers. Adelaide, Australia: National Centre for Vocational Education Research (NCVER). Retrieved from https://www.ncver.edu.au/__data/assets/pdf_file/0017/60281/Work-based-learning.pdf

Azamri, N.M. & Zubbir, N. (2020). Investigating readiness of the arrival of Industrial Revolution 4.0 among students in higher learning institution. In Norezam, M. et al. (Eds.), Proceedings of Virtual Symposium on Teaching & Learning (VSTL): Redefining the practice of teaching and learning, Universiti Teknologi MARA Cawangan Johor, iv - vii. Malaysia, Johor: Pasir Gudang.

Azmi, A. N., Kamin, Y., Noordin, M. K. (2018). Towards Industrial Revolution 4.0: Employers’ Expectations on Fresh Engineering Graduates. International Journal of Engineering & Technology, (December), 267–272. https://doi.org/10.14419/ijet.v7i4.28.22593.

Badiozaman, I. F. A., Leong, H. J., & Jikus, O. (2019). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Research in Higher Education, 11(1), 36-49. http://dx.doi.org/10.1108/JARHE-07-2018-0113

Chua, S. (2023, February 4). Higher education review panel must address skills mismatch, says MEF. Free Malaysia Today. Retrieved July 1, 2023, from https://www.freemalaysiatoday.com/category/nation/2023/02/04/higher-education-review-panel-must-address-skills-mismatch-says-mef/.

Görmüş, A. (2019). Future of Work with the Industry 4.0. ResearchGate. Retrieved August 5, 2023, from https://www.researchgate.net/publication/336846985_Future_of_Work_with_the_Industry_40.

Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1(1). 53-62, https://doi.org/10.7771/1541-5015.1004

Hussin, S. N. A., Nik Wan, N. Z., Abdullah, A., Razak, S., San, S., Saidi, N., & Tumiran, S. D. (2023). Accounting students' knowledge and skills: Expectations of employers. International Journal of Modern Education, 5 (17), 210-219. https://doi.org/10.35631/ijmoe.517017

Iftode, D. (2019). Generation Z and learning styles. Social Science Research Network. https://doi.org/10.2139/ssrn.3518722

Jackson, D., Rowbottom, D., Ferns, S. & McLaren, D. (2016). Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities. Studies in Continuing Education. 1(17). 10.1080/0158037X.2016.1228624.

Kay, J., Ferns, S., Russell, L., Smith, J., Winchester-Seeto, T. (2019). The Emerging Future: Innovative Models of Work-Integrated Learning. International Journal of Work-Integrated Learning, 20(4), 401-413. https://eric.ed.gov/?id=EJ1238315

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice-Hall, Englewood Cliffs.

Lubis, R. R., Irwanto, I., & Harahap, M. Y. (2019). Increasing learning outcomes and ability critical thinking of students through application problem-based learning strategies. International Journal for Educational and Vocational Studies, 1(6), 524-527. https://doi.org/10.29103/ijevs.v1i6.1679

Manzoni, B., Caporarello, L., Cirulli, F., & Magni, F. (2020). The Preferred Learning Styles of Generation Z: Do They Differ from the Ones of Previous Generations? In Lecture notes in information systems and organisation. 55–67. https://doi.org/10.1007/978-3-030-47539-0_5

Ministry of Investment, Trade and Industry (2023). Industry4WRD. Retrieved August 1, 2023, from https://www.miti.gov.my/miti/resources/National%20Policy%20on%20Industry%204.0/Industry4WRD_Final.pdf

Mustafa, Z. (2019, January 23). Importance of academia-industry linkages. The News Straits Times. Retrieved October 30, 2023, from https://www.nst.com.my/education/2019/01/453582/importance-academia-industry-linkages

Nazron, Muhammad Ariff, Lim, B., L. H. Nga, J. (2017). Soft Skills Attributes and Graduate Employability: A Case in Universiti Malaysia Sabah Muhammad Ariff Nazron. Malaysian Journal of Business and Economics, 4(2), 65–76. Retrieved August 1, 2023, from https://jurcon.ums.edu.my/ojums/index.php/mjbe/article/download/1080/709.

Nesaratnam, S., Salleh, W. H. W., Von Foo, Y., & Hisham, W. M. W. S. W. (2020). Enhancing English Proficiency and Communication Skills Among Malaysian Graduates through Training and Coaching. International Journal of Learning and Development, 10(4), 1. https://doi.org/10.5296/ijld.v10i4.17875

O’Leary, S. (2013). Collaborations in Higher Education with Employers and Their Influence on Graduate Employability: An Institutional Project. Enhancing Learning in the Social Sciences, 5(1), 37–50. https://doi.org/10.11120/elss.2013.05010037

Patton, M. (2014). Qualitative evaluation and research methods. London; Newbury Park; New Delhi: Sage Publications.

Pereira, E. A., Bryce, J., Quek, E., Abdul Manaf, N.M., Nair, R.S. (2022). Development of Workplace Skills Via A WWF Employer Project. Asian Journal of Research in Business and Management, 4(4), 13-21. https://myjms.mohe.gov.my/index.php/ajrbm

Prikshat, V., Nankervis, A., Priyono, S., Saleh, N. M., Connell, J., Burgess, J. (2018). Graduate work-readiness challenges in the Asia- Pacific region and the role of HRM. An International Journal, 37(2), 121–137. https://doi.org/10.1108/EDI-01-2017-0015.

Rambe, Patient. (2018). Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies. SA Journal of Human Resource Management, 16(0), 1-16. 10.4102/sajhrm.v16i0.999.

Rogti, M. (2021). Prospects for raising critical thinking competency through project-based learning in EFL classroom. International Journal of Studies in Education and Science, 2(1), 46-58.

Ruminar, H., & Gayatri, P. (2018). Incorporate 4C’s skills in EFL teaching and learning to face education challenges in the 4IR. ResearchGate. Retrieved August 1, 2023 from https://www.researchgate.net/publication/325168283_INCORPORATE_4C'S_SKILLS_IN_EFL_TEACHING_AND_LEARNING_TO_FACE_EDUCATION_CHALLENGES_IN_THE_4IR

Schwab, K. (2016, January 14). The Fourth Industrial Revolution: what it means, how to respond. World Economic Forum. Retrieved August 5, 2023, from https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/.

Seibert, S. A. (2021). Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85–88. https://doi.org/10.1016/j.teln.2020.09.002

Shorey, S., Chan, V., Rajendran, P., & Ang, E. (2021). Learning styles, preferences and needs of Generation Z healthcare students: Scoping review. Nurse Education in Practice, 57, 103247. https://doi.org/10.1016/j.nepr.2021.103247

Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning and Teaching, 6(1), 31-40. http://journals.sfu.ca/jalt/index.php/jalt/index

Tay, C. (2023, February 20). Rafizi: Skills gap main cause of youth unemployment, not increase in minimum wage. The Edge Malaysia. Retrieved August 1, 2023, from https://theedgemalaysia.com/node/655910.

Teng, W., Ma, C., Pahlevansharif, S., Turner, J. J. (2019). Graduate readiness for the employment market of the 4th industrial revolution: The development of soft employability skills. Education and Training, 61(5), 590–604. https://doi.org/10.1108/ET-07-2018- 0154.

Venville, A., Lynch, B., & Santhanam, E. (2018). A Systematic Approach to the Evaluation of the Student Experience in Work-Integrated Learning. International Journal of Work-Integrated Learning, 19(1), 13-21. https://eric.ed.gov/?id=EJ1179840

Zainuddin, S. Z. B., Pillai, S., Dumanig, F. P., Phillip, A. (2019). English language and graduate employability. Education + Training, 61(1), 79–93. https://doi.org/10.1108/ET-06-2017-0089.

Downloads

Published

2024-04-30

How to Cite

Rachel Tan, H. K. (2024). Using a Simulated Employer Project to Enhance Student Employability Skills in a Tertiary Level Language Course. Sains Humanika, 16(2), 37–46. https://doi.org/10.11113/sh.v16n2.2135

Issue

Section

Articles