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Vocational education phenomena research method.

ABSTRACT: The vocational education implementation is one of the success factors for government to improve the quality of human resources, mainly toward producing skilled workers. Various researchers have studied the phenomena of vocational education. Unfortunately, studies on research methods in relation to vocational education phenomena are limited. Hence, this paper examined the research methods on the phenomena of vocational education, based on few case studies in Indonesia. Indonesia has many challenges as such Indonesia is a country with the fourth highest population globally, high level of unemployment, relatively rapid growth of new autonomy, and most number of islands in the world. In fact, Indonesia has different characteristics and needs of human resources from each region.•This article discusses the methods to explore the phenomena of vocational education through case studies in Indonesia.•This method article discusses the division of question groups and deployment of questionnaires through the referral and stages of research.•This method article is the alternative basis for preparing research steps related to study the vocational education phenomena.

SUBMITTER: Ariyani LF

PROVIDER: S-EPMC8563677 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Vocational education phenomena research method.

Ariyani Linda Fauziyah LF Widjaja Sri Umi Mintarti SUM Wahyono Hari H Haryono Agung A Rusdi Jack Febrian JF Pratama Chandra Bagus Agung CBA

MethodsX 20211003

The vocational education implementation is one of the success factors for government to improve the quality of human resources, mainly toward producing skilled workers. Various researchers have studied the phenomena of vocational education. Unfortunately, studies on research methods in relation to vocational education phenomena are limited. Hence, this paper examined the research methods on the phenomena of vocational education, based on few case studies in Indonesia. Indonesia has many challeng ...[more]

PMID: 34754805

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Project description:BackgroundRecent increases in health professions education (HPE) research in sub-Saharan Africa (SSA), though substantial, have predominantly originated from single institutions and remained uncoordinated. A shared research agenda can guide the implementation of HPE practices to ultimately influence the recruitment and retention of the health workforce. Thus, the authors aimed to generate and prioritise a list of research topics for HPE research (HPER) in SSA.MethodsA modified Delphi process was designed to prioritise a shared agenda. Members of the African Forum for Research and Education in Health (AFREhealth) technical working group (TWG) were asked to first list potential research topics. Then, members of the same TWG and attendees at the annual AFREhealth academic symposium held in Lagos, Nigeria in August 2019 rated the importance of including each topic on a 3-point Likert scale, through two rounds of consensus seeking. Consensus for inclusion was predefined as ≥70% of respondents rating the topic as "must be included."ResultsHealth professions educators representing a variety of professions and 13 countries responded to the survey rounds. Twenty-three TWG members suggested 26 initial HPER topics; subsequently 90 respondents completed round one, and 51 completed round 2 of the modified Delphi. The final list of 12 research topics which met predetermined consensus criteria were grouped into three categories: (1) creating an enabling environment with sufficient resources and relevant training; (2) enhancing student learning; and (3) identifying and evaluating strategies to improve pedagogical practice.ConclusionsEstablishing research priorities for HPE is important to ensure efficient and appropriate allocation of resources. This study serves as a reminder of how the prevailing context within which HPE, and by implication research in the field, is undertaken will inevitably influence choices about research foci. It further points to a potential advocacy role for research that generates regionally relevant evidence.

Project description:BackgroundFor vocational and professional education to remain relevant, instructors need to keep developing themselves and their practices. Much of instructor learning happens on-the-job. Drawing on literature on teacher learning in the workplace, this article explores how structural and cultural conditions shape professional learning of instructors in departments for post-secondary vocational and professional education in western Canada.MethodsA multiple case study approach was used to explore how instructors perceive departmental conditions as enhancing or inhibiting professional learning. Interview data, meeting observations, and program documentation was collected from 27 instructors from 5 departments in three institutes for post-secondary vocational and professional education. The educational programming in the five departments cover four industry sectors: two healthcare departments, one building trades, one business, and one social services department.ResultsStructural conditions reported to facilitate instructor professional learning at the department level include student feedback, job-rotation, coordinating work-placements, and whether participation in continuing professional development is a licensing requirement of the profession. Heavy workload and the way teaching is scheduled are most often reported as conditions inhibiting learning. Considering cultural conditions, three in-depth case descriptions illustrate how instructors draw on beliefs and practices prevalent in their original trade/profession when shaping their departmental culture as a learning environment.ConclusionsThe concept of sense-making proved useful to describe how instructors draw on elements of the occupational culture taught in the program when shaping their workplace as a learning environment. This influence of occupational culture could help explain previously observed differences in how instructors from various industry sectors engage in professional learning. Organizational support is warranted for facilitating organizational conditions for instructor learning including the development of departmental leaders' capacity to influence workplace conditions for professional learning.Supplementary informationThe online version contains supplementary material available at 10.1186/s40461-023-00151-z.

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Vocational education phenomena research method.

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Vocational education phenomena research method.

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