A Structured Skills Training under Professional Education in “Credit Management” Applied Undergraduate Institutions
Yun Yang, Yuhan Wang
Available Online July 2018.
- https://doi.org/10.2991/essaeme-18.2018.4How to use a DOI?
- Professional education, Skills, Credit management, Applied undergraduate institutions, curriculum mapping.
- Global uncertainty and heavy competition requires companies to remain effective in investments and sensible in people development. Employers consistently place high value on graduates that have demonstrated relevant skills and knowledge. For acquiring such relevant capabilities, and avoiding "undifferentiated" Students in Applied Undergraduate Education, a skills training program geared towards professional ideals should be designed. A qualitative study using curriculum mapping was conducted, as well as interviewing teaching staff members, employers, enterprise staffs, and students. This paper outlines a structured skills training framework which links learning objectives to desired business results. As one of "soft science"-"Credit management", this professional skills training should be composed of three parts: theoretical training based on practice, job training (or post practice), and professional extension ability practice. At the same time, applicable tools were used in specific practical courses. Employment status showed that the structured skills training improved the students' professional skill, reduced the cost of companies in training, and enhanced students’ competitiveness in the labor market.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Yun Yang AU - Yuhan Wang PY - 2018/07 DA - 2018/07 TI - A Structured Skills Training under Professional Education in “Credit Management” Applied Undergraduate Institutions BT - Proceedings of the 2018 4th International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2018) PB - Atlantis Press SP - 18 EP - 25 SN - 2352-5398 UR - https://doi.org/10.2991/essaeme-18.2018.4 DO - https://doi.org/10.2991/essaeme-18.2018.4 ID - Yang2018/07 ER -