Journal
HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING
Volume 10, Issue 1, Pages 203-216Publisher
EMERALD GROUP PUBLISHING LTD
DOI: 10.1108/HESWBL-07-2019-0097
Keywords
Competences; Soft skills; Employability skills; Experiential learning; Action learning; Expectation confirmatory theory; Challenge-based learning; Transversal competence
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Funding
- Instituto Tecnologico y de Estudios Superiores de Monterrey TecLabs
- TecLabs
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Purpose The purpose of this paper is to assess the perceived value of an action learning experience (i-Week) on the development of important soft employability skills applying expectation confirmation theory (ECT). Design/methodology/approach A total of 1,295 activities were offered in 36 cities of ten countries. Each activity had a faculty member and multidisciplinary teams to address an authentic situation during one full-time week. The ECT was applied to assess the disparity between what was expected from the students and their actual learning experience. A total of 929 students answered a Perceived Value Questionnaire to measure 14 transversal competences categorized on five employability skills. Findings Achievements were statistically higher than expectations in 5 out of 14 transversal competences. The perceived value of the i-Week reflects the impact on soft skills: self-skills, personal, learning, social and systemic. The paper proposed an integrated model to learn these competences from action learning experiences. Originality/value The educational experience, instruments and analysis described in the study might be easily transferred to other action activity used to measure perceived learning results on multiple skills.
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