A social media architect is an appealing new profession that entails crossovers between communication and IT & Design. There are no study programmes for this job. Important questions are how to interest secondary school pupils for such a new job, and how to prepare them for these jobs or jobs that do not even exist today? This research aims to set an example by presenting a realistic job profile of a social media architect by linking the ‘21st century skills’ to the context in which he/she operates.
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This dissertation describes a research project about the communication between communication vulnerable people and health care professionals in long-term care settings. Communication vulnerable people experience functional communication difficulties in particular situations, due to medical conditions. They experience difficulties expressing themselves or understanding professionals, and/or professionals experience difficulties understanding these clients. Dialogue conversations between clients and professionals in healthcare, which for example concern health-related goals, activity and participation choices, diagnostics, treatment options, and treatment evaluation, are, however, crucial for successful client-centred care and shared decision making. Dialogue conversations facilitate essential exchanges between clients and healthcare professionals, and both clients and professionals should play a significant role in the conversation. It is unknown how communication vulnerable people and their healthcare professionals experience dialogue conversations and what can be done to support successful communication in these conversations. The aim of this research is to explore how communication vulnerable clients and professionals experience their communication in dialogue conversations in long-term care and how they can best be supported in improving their communication in these conversations.
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Haalbaarheidsonderzoek Communication & Multimedia Design in het kader van het strategisch project Verbreding aanbod informaticaopleidingen.
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Welke concrete veranderingen hebben plaatsgevonden op het werk en welke 21st century skills zijn of worden essentieel om het werk te kunnen blijven uitvoeren? Deze vraag stelden lectoren Petra Biemans (Hogeschool Inholland) en Ellen Sjoer (De Haagse Hogeschool) zichzelf. Het antwoord op deze vraag is te vinden in het boek ‘Werk verandert. 21st century skills in de praktijk'. Spelen onderwijsinstellingen voldoende en tijdig in op de vaardigheden die toekomstbestendige werknemers en ondernemers nodig hebben? Of krijgen studenten zodra ze de arbeidsmarkt betreden een cultuurshock omdat het onderwijs achterblijft? Hoe en welke van de 21st century skills effectief in het onderwijs geïmplementeerd kunnen worden vereist volgens de lectoren nog vervolgonderzoek.
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This research was conducted to update the content of the International Business Studies curriculum. The dynamically developing business environment, including the shift towards hybrid work, deepened the widely reported misalignment between business communication instruction and industry requirements. Thus, we resolved to discover what this misalignment entails and will present the employers’ unmet needs concerning recent graduates’ communication skills.
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Technology, data use, and digitisation are based on mathematical structures, and this permeates many aspects of our daily lives: apps, online activities, and all kinds of communication. Equipping people to deal with this mathematisation of society is a big challenge. Which competences are needed, which skills must be mastered? Which dispositions are helpful? These are the questions that matter in the development of adult education. The concept of numeracy is mentioned already for many years as a possible useful approach to equip adults with the necessary skills. In this paper we will argue that is only true when numeracy is defined as a multifaceted concept which combines knowledges, skills, higher order skills, context and dispositions.
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This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
MULTIFILE
The importance of professional skills in future engineering jobs is beyond discussion. Increasing numbers of universities have integrated training for such skills in their engineering curricula to prepare students to become highly qualified employees. HU University of Applied Sciences Utrecht also implemented professional skills training in the IT Bachelor program to help our students develop towards successful and highly demanded IT engineers. However, these courses consistently score low in our student satisfaction surveys. To find the cause of this negative evaluation, we previously studied the motivation, attitude and anxiety of IT students towards learning soft, or professional, skills. This former quantitative study indicates that our IT students tend to have a positive motivation and attitude toward learning professional skills, while ’anxiety’ in learning professional skills increases from the first to the third year. In this qualitative study, we try to find causes for the increasing anxiety among IT students. We interviewed six third and fourth year IT students and after analysing these interviews we found that these students have experienced the need for professional skills during their internship. Besides, they emphasize the need of obtaining these skills for future employment. From the analysis of the interviews, it also appears that IT students rather felt difficulty in obtaining communication skills then anxiety. A possible cause for this difficulty mentioned by students was the character of students and the influence of the teacher. To overcome this difficulty obtaining communication skills, students suggested that training skills in an authentic engineering situation is more effective than doing exercises with simulated cases. However, the results of this study did not yield a conclusive insight in the cause of increased anxiety, hence further research is needed.
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Background: If nurses have the communication skills and the time, they can play an important role in increasing the intrinsic motivation of patients with coronary artery disease (CAD) to change their lifestyle. Motivational Interviewing (Mo-Int) can be used to further support this role. However, few nurses are sufficiently proficient in applying Mo-Int skills. Increasing these complex communication skills may contribute significantly to achieve lifestyle changes in CAD patients. Aims: The aim of this study was to evaluate the coaching of nurses to skilfully use Mo-Int in a secondary prevention programme for CAD patients.Methods: The design was a before–after study of a learning strategy as a follow-up on a short Mo-Int workshop. At (on average) four-monthly intervals, the nurses received, three times, feedback and coaching by telephone and email on their use of Mo-Int skills in audio-recorded conversations on lifestyle change with CAD patients. The Mo-Int consistency of the nurses’ communication skills was scored using the Motivational Interviewing Target Scheme 2.1 (range 0–32). Results: Of the 24 nurses, 13 completed all audio recordings. The mean change in Mo-Int consistency of these completers between the first and the last audio recording was 6.4 (95% confidence interval 3.2 to 9.5). This change indicates an improvement from ‘a small part of Motivational Interviewing practice’ to ‘a mainly sufficient degree of Motivational Interviewing practice’.Conclusion: A one-year follow-up on a Mo-Int workshop with feedback and coaching improves Mo-Int skills of nurses. Healthcare professionals should be aware of the importance of a follow-up on training in complex communication skills, to develop and preserve competency.
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Background Digital transformation (DT) involves integrating digital technologies into organizations to improve productivity, efficiency, and quality. Investing in the workforce’s skillsets is essential for successful DT. However, it remains unclear which skillsets are essential. Objectives This study aims to identify and define the essential skillsets needed for exploiting the full potential of DT, and to consolidate the identified skills into a comprehensive framework of DT skills. Method A systematic literature review was conducted using the PRISMA approach for selecting studies. This led to the selection of 36 articles that were examined using thematic analysis for identifying and consolidating skills into a framework. Results The Digital Transformation Skills Framework (DTSF) was developed, which contains six overarching skillsets and 44 underlying skills. The framework covers key skillsets in the areas of digital work, entrepreneurship, evidence-based work, collaboration, communication, and adaptation. Conclusion and discussion The DTSF offers a comprehensive understanding of essential skills for today’s evolving organizations, addressing a critical gap in existing literature. It is valuable for organizations and HR professionals, serving as a foundation for re- and upskilling initiatives. Ongoing research should expand the framework to include domain-specific DT skills and emerging digital technologies.
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