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https://doi.org/10.18502/gespr.v2i1.9309
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Jeffrey B. Matu
Jeffrey B. Matu
College of Education, Pennsylvania State University
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Eun J. Paik
Eun J. Paik
College of Education, Pennsylvania State University
Published Date
- Jul 1, 2021
Generic Skills Development in the Gulf Cooperation Council Countries and Graduate Outcomes: A Systematic Review of the Literature
Abstract
Generic skills are essential because today’s jobs and the future of work require flexibility, initiative, and the ability to undertake many different tasks. While higher education graduates in the Gulf Cooperation Council (GCC) countries recognize the contribution of these skills in their academics and workplace performance, generic skills development is not a consistent part of their education, which has led to socioeconomic challenges. If higher education placed a great emphasis on developing generic skills, students would expect to have pragmatic benefits, such as academic success, boosting workplace performance, positive interpersonal relationships, and better health and overall well-being. To the best of our knowledge, no systematic review has been conducted to examine generic skills development outcomes in the GCC. Hence, this systematic review aims to identify, evaluate, and summarize findings from peer-reviewed and policy-related studies that have documented generic skills development outcomes in the GCC countries, including identifying broad definitions used and areas for future research. The findings demonstrated conclusive evidence regarding the effectiveness of generic skills development at the higher education level in enhancing graduate outcomes in employability promotion skills, enhancing stakeholder engagement in curriculum and instruction, academic or workplace performance, influences on health, and effects on social dimensions.
References
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[2] Alshare, K., & Sewailem, M. F. (2018). A gap analysis of business students’ skills in the 21st century: A case study of Qatar. Academy of Educational Leadership Journal, 22(P21, #38), 22.
[3] ASEAN. (2015). Qualifications Reference Framework. Retrieved from https://asean.org/wp-content/uploads/2017/03/ED-02-ASEAN-Qualifications-Reference-Framework-January-2016.pdf.
[4] Atef, T., & Al Balushi, M. (2017). Omani tourism and hospitality students’ employment intentions and job preferences. Quality Assurance in Education, 25(4), 440–461. https://doi.org/10.1108/QAE-04-2016-0022
[5] Bar-On, R., Handley, R., & Fund, S. (2006). The impact of emotional intelligence on performance. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups (pp. 3–19). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
[6] Belwal, R., Priyadarshi, P., & Al Fazari, M. H. (2017). Graduate attributes and employability skills. International Journal of Educational Management, 31(6), 814–827. https://doi.org/10.1108/IJEM-05-2016-0122
[7] BQA. (n.d.). The national qualifications framework. Retrieved from https://www.bqa.gov.bh/En/QaaetUnits/NQFU/Pages/NQF.aspx
[8] CASEL. (n.d.). Approaches: What is SEL? Retrieved from https://casel.org/what-is-sel-4/approaches/
[9] Chakane, M., & Rodrigues, P. (2009). The GCC qualifications going global: Towards internationally recognized qualifications framework in the GCC countries. Paper presented at the Qualifications Framework Project. Retrieved from http://www.qualifications.ae/2009gccconference/GCC_Report_1Nov.pdf
[10] Damaj, I. W., & Chaaban, F. B. (2011). Sustainability of engineering education in the Gulf Cooperation Council region. Paper presented at the 2011 IEEE GCC Conference and Exhibition (GCC). Retrieved from: https://ieeexplore.ieee.org/document/5752606
[11] EHEA. (2005). Bergen Communiqué: Ministerial Conference Bergen 2005. Bergen, Germany. Retrieved from http://www.ehea.info/page-ministerial-conference-bergen-2005
[12] EHEA. (2016). National Correspondents for Qualifications Frameworks (QF-EHEA). Paris. Retrieved from https://ec.europa.eu/transparency/regexpert/index.cfm?do=groupDetail.groupDetailDoc&id=28734&no=15
[13] Eisenshmidt, E. (2009). Induction - Challenges and opportunities for improving teacher education in Europe. In O. Gassner, L. Kerger, & M. Schratz (Eds.), The First Ten Years After Bologna (pp. 123–138). Bucharest, Romania: Editura Universitatii din Bucuresti. DOI 10.18502/Article-4 Page 87 Gulf Education and Social Policy Review Jeffrey B. Matu and Eun J. Paik
[14] El-Saharty, S., Kheyfets, I., Herbst, C. H., & Ajwad, M. I. (2020). Fostering Human Capital in the Gulf Cooperation Council Countries. Washington DC: World Bank. Retrieved from https://openknowledge.worldbank.org/handle/10986/33946
[15] Gehmlich, V. (2009). “Kompetenz” and “Beruf” in the context of the proposed German qualifications framework for lifelong learning. Journal of European Industrial Training, 33(8/9), 19. https://doi.org/10.1108/03090590910993607
[16] Gibb, J., & Curtain, P. (2004). Overview. In J. Gibb (Ed.), Generic Skills in Vocational Education and Training: Research Readings (p. 12). Adelaide, Australia: National Centre for Vocational Education Research (NCVER).
[17] Gilar-Corbi, R., Pozo-Rico, T., Sanchez, B., & Castejon, J. L. (2018). Can emotional competence be taught in higher education? A randomized experimental study of an emotional intelligence training program using a multimethodological approach. Frontiers in Psychology, 9, 11. https://doi.org/10.3389/fpsyg.2018.01039
[18] Griffin, M., & Coelhoso, P. (2019). Business students’ perspectives on employability skills post internship experience. Higher Education, Skills and Work-Based Learning, 9(P21, #38), 60–75. https://doi.org/10.1108/HESWBL-12-2017-0102
[19] Gross, S., & Ghafar, A. A. (2019). The Shifting Energy Landscape and the Gulf Economies’ Diversification Challenge. Washington, DC: The Brookings Institution. Retrieved from https://www.brookings.edu/wp-content/uploads/2019/12/FP_20191210_gcc_energy_ghafar_gross.pdf
[20] Gulf News. (2019, November 4). UAE Cabinet announces appointment of Fourth Industrial Revolution ambassador. Gulf News. Retrieved from https://gulfnews.com/uae/government/uae-cabinet-announces-appointment-of-fourth-industrial-revolution-ambassador-1.1572881176821
[21] Hijazi, R., & Zoubeidi, T. (2017). State of business statistics education in MENA region. Journal of International Education in Business, 10(P21, #38), 68–88. https://doi.org/10.1108/JIEB-07-2016-0017
[22] Iqbal, A., & Zenchenkov, M. (2014). Market tested business education: Corporate sector perceptions of Saudi graduates competencies. Asia-Pacific Journal of Cooperative Education, 15(P21, #38), 15.
[23] Jordan, P. J., & Ashkanasy, N. M. (2006). Emotional intelligence, emotional self-awareness, and team effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups (pp. 145–163). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
[24] KHDA. (n.d.). Know about national qualifications framework (QFEmirates) of UAE. Retrieved from https://www.khda.gov.ae/CMS/WebParts/TextEditor/Documents/Know_about_National_Qualifications_Framework_QAD_Book_02_Eng.pdf
[25] Knight, J. (2013). A model for the regionalization of higher education: The role and contribution of tuning. Tuning Journal for Higher Education, 1(P21, #38), 20.
[26] Knight, J., & Woldegiorgis, E. T. (2017). Regionalization of African Higher Education. The Netherlands:
Sense Publishers.
[27] Mason, G., Williams, G., & Cranmer, S. (2009). Employability skills initiatives in higher education: What effects do they have on graduate labour market outcomes? Education Economics, 17(P21, #38), 30.
https://doi.org/10.1080/09645290802028315
[28] Maxwell, G., Scott, B., & Macfarlane, D. (2010). Employers as stakeholders in postgraduate employability skills development. The International Journal of Management Education 8(P21, #38), 21. https://doi.org/10.3794/ijme.82.267
[29] Mirza, C., & Karolak, M. (2019). Gulf Cooperation Council (GCC) labor market, education and generation Y females: A match or a mismatch? Journal of International Women’s Studies 20(P21, #38), 10.
[30] Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., . . . Stewart, L. A. (2015). Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(P21, #38), 1.
[31] Naithani, P. (2011). Foreign higher education institutes in Gulf Cooperation Council (GCC) countries. Journal of Management Studies and Research, 10(P21, #38), 6.
[32] OAAA. (n.d.). Oman Qualification Framework (OQF). Oman: Oman Academic Accreditation Authority (OAAA, #36). Retrieved from http://www.oaaa.gov.om/OQF.aspx#OQFGeneral
[33] OECD. (2017). Social and Emotional Skills: Well-Being, Connectedness and Success. Paris: OECD. Retrieved from: https://www.oecd.org/education/school/UPDATED{%}20Social{%}20and{%}20Emotional{%}20Skills{%}20-{%}20Well-being,{%}20connectedness{%}20and{%}20success.pdf{%}20(website).pdf
[34] P21. (n.d.). Framework and Resources for 21st Century Learning. BattelleforKids. Retrieved from https://www.battelleforkids.org/networks/p21/frameworks-resources
[35] Panagiotakopoulos, A. (2012). Employability skills development in Greek Higher Education Institutions (HEIs). Higher Education, Skills and Work-Based Learning 2(P21, #38), 9. https://doi.org/10.1108/20423891211224621
[36] Quota, M., & Sekkarie, S. (2017). Toward a Diversified Knowledge-based Economy: Education in the Gulf Cooperation Countries. Washington, DC: World Bank Group.
[37] Samans, R., & Zahid, S. (2017). The future of jobs and skills in the Middle East and North Africa: Preparing the region for the fourth industrial revolution (REF 150517). Geneva, Switzerland: World Economic Forum. Retrieved from http://www3.weforum.org/docs/WEF_EGW_FOJ_MENA.pdf
[38] Serrano, G., Llamazares, F., & Otamendi, F. J. (2015). Measurement and sustainability of the qualifications frameworks in the European higher education area through an employment survey on access to the labour market. Sustainability, 7(10), 35. https://doi.org/10.3390/su71013777
[39] Shorfuzzaman, M., & Alhussein, M. (2016). Modeling learners’ readiness to adopt mobile learning: A
perspective from a GCC higher education institution. Mobile Information Systems, 2016, 1–10. https://doi.org/10.1155/2016/6982824
[40] Star, C., & Hammer, S. (2008). Teaching generic skills: Eroding the higher purpose of universities, or an opportunity for renewal? Oxford Review of Education, 34(P21, #38), 15.
[41] Swailes, S., Al Said, L. G., & Al Fahdi, S. (2012). Localisation policy in Oman: A psychological contracting interpretation. International Journal of Public Sector Management, 25(5), 357–372. https://doi.org/10.1108/09513551211252387
[42] Thomas, A., Piquette, C., & McMaster, D. (2016). English communication skills for employability: The perspectives of employers in Bahrain. Learning and Teaching in Higher Education: Gulf Perspectives, 13(P21, #38). https://doi.org/10.18538/lthe.v13.n1.227
[43] Tuck, R. (2007). An Introductory Guide to National Qualifications Frameworks: Conceptual and Practical Issues for Policy Makers. Geneva, Switzerland: International Labour Office.
[44] UAENQF. (2013). Qualifications Meta-frameworks: A Report Supporting the Development of Gulf Cooperation Council’s Gulf Qualifications Framework (GQF). United Arab Emirates: National Qualifications Authority (NQA). Retrieved from http://technicalcouncil.com/files/gulf_qfw.pdf
[45] WBG. (n.d.). Experimental Methods. Retrieved from https://dimewiki.worldbank.org/wiki/Experimental_Methods