EMPIRICAL RESEARCH ON THE EFFECT OF WORKPLACE LEARNING ON LOGISTICS MANAGEMENT SPECIALTY AND ITS DECISION IMPLICATION

Workplace learning plays an important role in practical education of the undergraduate. Its benefit and effect for cultivating talents attract more and more social concern. In this paper, we study this issue by an empirical research based on structural equation model (SEM). We focus on workplace learning’s effects in practical education of logistics management specialty. The statistical analysis shows that the workplace learning has a positive effect on the practical ability, employability and job satisfaction significantly. Moreover, it reveals relationships and paths among university-organized workplace learning and short-term job hunting and long-term career development. Additionally, we demonstrate that practical ability has not a positive effect on employability significantly. Finally, we discuss these results and explore their implications to propose some suggestions for teachers and administrators, and we are sure that our research can supply a referable decision making path for the reformation.

[1]  Zheng Xiao-ming,et al.  A tentative study of "employment ability" for college students , 2002 .

[2]  Denise Jackson,et al.  Undergraduate management education: Its place, purpose and efforts to bridge the skills gap , 2009, Journal of Management & Organization.

[3]  B. Byrne.  Book Review: Structural Equation Modeling with EQS and EQS/Windows: Basic Concepts, Applications, and Programming , 1994 .

[4]  Zhao Ke.  Ideology and Practice of Practical Education of Universities abroad , 2005 .

[5]  Timothy R. Hinkin.  A Brief Tutorial on the Development of Measures for Use in Survey Questionnaires , 1998 .

[6]  Changli Feng,et al.  Research on the Influence Factors of Knowledge Sharing in Supply Chain- based on the Perspective of Knowledge Characteristics , 2011, LISS.

[7]  S. Cranmer,et al.  Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes? , 2009 .

[8]  Neville Neill,et al.  The influence of part‐time work on student placement , 2004 .

[9]  D. Goleman.  Working with Emotional Intelligence , 1998 .

[10]  Madeleine Atkins,et al.  Oven‐ready and Self‐basting: taking stock of employability skills , 1999 .

[11]  P. Salovey,et al.  TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" , 2004 .

[12]  John Arnold,et al.  Students' perceptions of competence development in undergraduate business-related degrees , 1999 .

[13]  S. Moon,et al.  Graduates' Work: Organisational Change and Students' Attributes. , 1997 .

[14]  Pilar I. Vidal-Carreras,et al.  Practical experience in teaching inventory management with Edublogs , 2011 .

[15]  Neville Bennett,et al.  Patterns of core and generic skill provision in higher education , 1999 .

[16]  L. D. Pool,et al.  The key to employability: developing a practical model of graduate employability , 2007 .

[17]  QI Xin-gui.  On the Formation Mechanism of College Students' Practical Ability , 2010 .

[18]  Herbert W. Marsh,et al.  STRUCTURAL EQUATION MODEL TESTING: CUTOFF CRITERIA FOR GOODNESS OF FIT INDICES AND CHI-SQUARE TEST , 2004 .

[19]  Neville Bennett,et al.  Skills Development in Higher Education and Employment , 2000 .

[20]  M. Bates,et al.  Developing generic skills at university, during work placement and in employment: graduates' perceptions , 2004 .

[21]  James C. Anderson,et al.  STRUCTURAL EQUATION MODELING IN PRACTICE: A REVIEW AND RECOMMENDED TWO-STEP APPROACH , 1988 .

[22]  Wang Jia-ying.  An Empirical Research on Student Internship and the Quality of Teaching in Higher Education , 2012 .

[23]  Richard E. Boyatzis,et al.  Competencies in the 21st century , 2008 .

[24]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .