Closing the Middle-Skills Gap Widened by Digitalization: How Technical Universities Can Contribute through Challenge-Based Learning

Autor/inn/en	Colombari, Ruggero; Neirotti, Paolo
Titel	Closing the Middle-Skills Gap Widened by Digitalization: How Technical Universities Can Contribute through Challenge-Based Learning
Quelle	In: Studies in Higher Education, 47 (2022) 8, S.1585-1600 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colombari, Ruggero) ORCID (Neirotti, Paolo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1946029
Schlagwörter	Problem Based Learning; Problem Solving; Foreign Countries; Competency Based Education; Vocational Education; Universities; Technical Institutes; Job Skills; Participatory Research; Action Research; Apprenticeships; Program Design; Educational Policy; Developmental Studies Programs; Technical Education; Technology Uses in Education; Italy + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Berufsbildung; University; Universität; Technische Fakultät; Produktive Fertigkeit; Forschungstätigkeit; Projektforschung; Apprenticeship; Lehre; Programme design; Programmaufbau; Programmplanung; Politics of education; Bildungspolitik; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Technikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Italien
Abstract	The digitalization of operations is disrupting frontline technical jobs, entailing new competency needs currently not being met by upper secondary education and corporate training programs. To discuss how technical universities can help bridge the resulting "middle-skills gap" without incurring an unwarranted academization of these professions, a two-cycle participatory action research was conducted within the empirical setting of a leading Italian electric-power distribution company. First, an in-depth case study investigated how the advent of smart grids is transforming the work of frontline operation and maintenance workers. Second, a Challenge-Based-Learning intervention was co-designed according to the emerging competency gaps, and tested with two classes involved in the company's school-based apprenticeship program. The findings contribute to literatures on knowledge creation and transformation by academics, and on developmental universities, respectively: technical universities can design effective challenge-based programs thanks to state-of-the-art laboratories, multidisciplinary research, diverse teaching domains, and a stimulating environment; moreover, they can transfer these innovative research-based teaching methods and restore the socio-economic attractiveness of technical schools and professions, thus playing a developmental role in the middle-skills gap issue. A major policy implication that emerges is the -- rather urgent -- need to foster initiatives aimed at a deeper integration between upper secondary and higher education systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01