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Action learning: challenges that impact employability skills

Abstract:

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. Research limitations/implications: The questionnaire is a self-assessment and not an actual performance measure. Besides transversal competences, there were more disciplinary competences that are not included in the study. Practical implications: The perceived value model of the i-Week could be applied for different educational levels and contexts considering a lower scale. A new version of the Perceived Value Questionnaire on Competences is provided for educational research. 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.