There appears to be a continuing and inconclusive debate amongst scholars whether theoretical knowledge or practical experience is more important in related and associated areas such as education, recruitment and employability. This research, limited to a literature review and face to face interviews, conducted a systematic investigation to obtain and analyze valid and reliable research data to establish whether theoretical knowledge or practical experience are of paramount importance. The outcome of this research suggests that a hybrid approach should be adopted, with the major focus being on practical experience supported by relevant theoretical knowledge and not the converse. A number of additional recommendations are presented how to balance and close the gap between theory and practice including a redesign of ordinary and advanced level educational teaching. Far greater emphasis needs to be placed on young people gaining early practical experience inside and outside the classroom. This can be achieved by developing practical workshops (pilot studies) for use in safe laboratory-type environments and by extending work placements within organizations during term times.
Abstract
There appears to be a continuing and inconclusive debate amongst scholars whether theoretical knowledge or practical experience is more important in related and associated areas such as education, recruitment and employability. This research, limited to a literature review and face to face interviews, conducted a systematic investigation to obtain and analyze valid and reliable research data to establish whether theoretical knowledge or practical experience are of paramount importance. The outcome of this research suggests that a hybrid approach should be adopted, with the major focus being on practical experience supported by relevant theoretical knowledge and not the converse. A number of additional recommendations are presented how to balance and close the gap between theory and practice including a redesign of ordinary and advanced level educational teaching. Far greater emphasis needs to be placed on young people gaining early practical experience inside and outside the classroom. This can be achieved by developing practical workshops (pilot studies) for use in safe laboratory-type environments and by extending work placements within organizations during term times.
Keywords: Qualifications, Practical Knowledge, Theoretical Understanding, Education, Recruitment, Employability
1. Introduction
1.1 Introduction
The only source of knowledge is experience’ (Albert Einstein). An investment in knowledge pays the best interest’ (Benjamin Franklin)
The continuing gap between theoretical knowledge and practical experience in the areas of education, recruitment and employability of people has become a major concern for educational establishments, employers and the recruitment industry. There is room for both theory and practice and it appears that the optimum situation is when both co-exist. In contrast, there are situations when practical knowledge is of greater importance than theoretical knowledge, for example, in teaching and engineering. It should also be taken into account that practical applications are generally based on prior theoretical knowledge. This research is considered urgent to investigate and report whether this gap continues to exist between theoretical and practical applications within the limitations of this research such as education, recruitment and employability, to provide recommendations how this gap could be closed and propose and report how effective applications of the research outcomes could bring theory and practice closer together. New approaches and innovative thinking are now deemed necessary to develop new considerations whether certificates/qualifications or knowledge/experience are of paramount importance. This will allow practitioners and academics to adopt new insights from this research and improve/update existing models/approaches for the particular benefit of the community of practice. In addition, the research outcome will provide suggestions how existing overqualification situations in countries such as Spain can be overcome through the adoption of new approaches to combat these current shortfalls, including related cost reductions in retaining and recruiting talent into organizations. For example, a survey conducted by Oxford Economics in the United Kingdom during 2014 reveals that the average true cost of replacing members of staff costs employers on average £31,000. This includes costs for loss of output whilst replacement staff ‘get up to speed’ and the logistical cost of recruiting and absorbing a new employee. It appears that people joining from the same sector reach optimum productivity in around 15 weeks, those who join from other sectors need 32 weeks to reach this level. New graduates require 40 weeks to achieve the same. Employers, Educational Institutions and Recruitment Agencies need to play a major and more engaged role to get and keep potential job candidates at optimum performance levels to support organizations to replace job leavers and to recruit into new vacancies at optimum cost level. Candidates need to shift from theory to practice to knowledge/experience at a much faster pace to become fully integrated/efficient much faster. There appears to be a paradigm shift from having ‘letters behind names and degrees’ to practical experience. Gone are the days of ‘jobs for life’. So-called career portfolios (visual representation of abilities, skills, capabilities, knowledge, qualities and one’s potential) appear to be the new and latest trend. The recruitment market has responded appropriately. Knowledge, experience and qualifications can no longer be considered in isolation. This research has adopted the following interpretations of what is meant by Apprenticeship, Qualifications and Examination in the context of this research:
Apprenticeship: is a way of gaining the skills, knowledge and experience people need to get into many careers. This includes work, training and study (www.ucas.com)
Qualification: is a normally certificated endorsement, from a recognised awarding body, that a level or quality of accomplishment has been achieved by an individual. Qualifications are usually conferred on successful completion of an examination although not all examinations necessarily offer qualifications (British Qualifications, 2019)
Examination: is a formal test or assessment. It can focus on knowledge, understanding, skill or competence (British Qualifications, 2019)
A literature review is presented next, followed by the main research questions for this research. The outputs from face to face interviews with a large group of undergraduate students of psychology/social psychology from the Universidad José Eduardo Dos Santos, Escola Superior Polítecnica do Bié, Angola are presented next. The research methodology, research results and a discussion of the findings follow. And, finally, the conclusions drawn from this research are presented in the Conclusions section. This includes the research’s limitations, suggestions for future research and whether the main research questions (Section 1.3) have been answered.
1.2 Literature Review
1.2.1 Qualifications/Certificates and Practical Experience
According to OECD (2000), a higher demand for skills has been driving changes in young people’s attitudes towards specific preparation for working life. OECD claim that young people are now more likely to combine studying and working. Education systems across the world appear to be encouraging this blend of theoretical knowledge and practical experience. The result is a much smoother transition from transition from education to full-time work. OECD argues that ‘No one pathway-whether apprenticeship, school-based vocational or general education-appears to hold the key to successful transition outcomes’ (p.15). Workplace experience is considered important when combined with education such as matching employers and young people better, improving the quality of leaving and developing important work-related knowledge and skills. Other approaches to align workplace experience with education are apprenticeships, co-operative education (school-organised workplace experience) and the integration of workplace into school programmes. Young people’s transition from education to work is of paramount experience to ensure that they do not have to compete for work unprepared.
The British Qualifications Guide (2019) reports that major technological developments and advances have allowed for more flexible and dynamic delivery of types of learning options. This has enabled education at all levels and by all social classes within the population. The subject matter range on offer has widened tremendously, partially based on new areas of research being available. It appears that potential employers and professional education bodies have been working together to develop new subject areas that are aligned to the forever-changing industry requirements. The resulting higher levels of choice and flexibility to acquire new knowledge and recognised qualifications/certificates has made it possible to bring theory and practice much closer together. The two concepts of practice and learning have been brought together much more closely thanks to the introduction of extended industry and professional placements. This includes the return of so-called ‘Apprenticeships’. Miller et al. (1991) almost thirty years ago suggest that the substantial increase in work experience, can be seen as a wider movement to reintegrate education and work. In the past, work appeared to have been integrated into the lives of people, with particular emphasis on family life in the household. Within this family unit, distinctions between work, education and other aspects of social and economic life were mainly absent. Families used to pass down skills, knowledge and attitudes necessary for the household to exist as a unit that functioned. Following industrialisation, work became more and more separated from the household. It became very distinct from it. Education became preserved in formal schools, and this became separated from the family and the world of work (Jamieson and Miller, 1991, Chapter 1). From a job-hunting perspective, Aspire Personnel (2019) report that it appears that qualifications and ‘letters behind one’s name’ are no longer considered to be the drivers to get people on their career ladder. Many people today favour work experience over a costly degree. In addition, employers suggest that students are not ready for the workplace. Aspire Personnel consider the following advantages of both qualifications and experience (Table 1). Ideal is a good combination of both theoretical knowledge and practical understanding. Different industries will favour either or both. Neither of these attributes is more important. There are many successful people with and without degrees.
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Table 1 Advantages of qualifications and experience (Aspire Personnel, 2019)
Williams (2018) argues that experience, based on what people have actually done, is of paramount importance. This should include challenges people faced and how they lived up to those. Developed skills sets from an integral part of this approach. Williams continues that attitude, behaviour and personal qualities outweigh qualifications, skills or experience. A highly employable job candidate, for example, is someone who can show that they are a team player and will make significant contributions to the organisation they are going to work for. There are four personal attributes that appear to be more important than qualifications and experience: contribution, cultural fit, motivation and engagement. These are the things that can make a business successful. Companies who employ people with these attributes, are most likely to be dynamic, fast and flexible, and respond well to change. Of equal importance are personal qualities such as likeability and adaptability. Williams suggests that personal qualities similar to personal attributes, are the building blocks of professionalism. Qualifications and certificates are important but not as important as personal qualities and attributes. It is necessary to distinguish and differentiate between skills acquired through training and skills gained through experience. Both are not mutually exclusive. In addition, transferable abilities such as problem solving and drive/determination, are considered to be highly desirable skills that far outweigh qualifications and certificates.
Watts (1991) argues that the phrase ‘work experience’ is a paradoxical phrase. It is clearly distinguished from ‘work’ and is applied to desirable schemes that only partially cover the work experience. Participants in the scheme experience the tasks associated with the work but do not experience ‘being’ a full-time worker Young people on a work-experience scheme are not employees but considered to be learners. The learning outcome will only be substantial provided that participants are engaged closely in work. This means as closely as ‘being’ an employee. Another paradox. Watts suggests that work experience schemes can be dubious in character whereas others are highly respectable. Based on the outcome of some research, at national, local and school level, it is suggested that possible aims of work experience can be grouped together under 10 categories (Table 2). This includes to help students to learn and apply learned skills (enhancing) and be better prepared for the transition from classroom to work environments (anticipatory).
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Table 2 Possible aims of work experience, adapted from Watts (1991)
In contrast, and according to Garcia-Mainar and Montuenga (2019), over-education appears to be a rising problem, for example, in Spain. Individuals decide to obtain as many qualifications as possible so that they can compensate for certain other skills they do not have or in order to gain access to the labor market. Spain has a high level of unemployment and large numbers of overqualified people. Garcia-Mainar and Montuenga quote McGuinness and Sloane (2011) who suggest that over-education is considered to be sub-optimal. This is due to search or job frictions and pressure from peer groups who hold an equal number of similar qualifications. This appears to drive the desire to have more qualifications than others to gain a competitive advantage in the labor market. Less experienced and less-able workers try to signal to potential employers that they are equally qualified to do jobs they applied for. It makes up for the lack of other skills and to disguise themselves from other candidates who are better able and qualified to do the job. The outcome of research conducted by Garcia-Mainar and Montuenga suggests that over-educated people are less job-satisfied and more inclined to search for another job. It appears that these people prefer to have a job that better matches their abilities, skills and qualifications at the work level. In general, workers acquire more than productive education. An improved understanding of the impact over-qualification has on the labor market has led to suggestions that some policies in the labor market functioning and the education system should be looked at again. In addition, Koval et al. (2016) report that updating any vocational training system to improve educational processes, requires a constant monitoring of the employer’s satisfaction with the educational services quality. South Ural State University in Russia has developed a method for monitoring employer’s satisfaction with the quality of students and graduates as far as qualifications are concerned. This method is based on a competence-based approach that includes the following:
- Determining the criteria for developing the universal set of students
- Making a list of competences and adjusting it with employers
- Asking students and graduates to take part in assessing regularly ‘certainty requirements’
Competences are assessed against the following criteria:
- Motivation to perform
- Computer literacy
- Designing of technical documentation
- Designing work
- Collaborating with others
- Decision-making and working independently
- Adjusting and servicing equipment
- Innovative working to improve engineering solutions
The outcome of this research suggests that the above-mentioned competences, in terms of importance and skills, play an important role in aligning young people’s abilities and skills with the performance satisfaction expectations of employers. This is particularly true to say for the transition from education to starting work.
1.2.2 Employability and Knowledge
Rook (2013) quotes Hillage and Pollard (1998) who define employability as ‘the capability to move sufficiently within the labor market to realise potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use those assets and present them to employers’ (page 8). Employability is made up of three vital qualities: Knowledge, Commitment and Skills. These qualities can be developed, over time, through experience and qualifications. All three are easily transferable between jobs. It is suggested that both technical competencies and transferable abilities are needed (technical are job specific and transferable can be applied in a range of fields). Rook considers that common transferable skills required by employers are (not in order of any priority): Enthusiasm and Self-reliance, Numeracy, IT, Teamwork, Research, Organisation, Leadership, Management, Creativity, Problem-solving, Commercial Awareness and Customer Service. Rook reports that only 30-40% of graduates take up employment/start their careers in subject matters directly related to their degrees. It appears that grades and skills are better indicators of people’s potential than their knowledge. Recent research suggests that those with certificates and qualifications still earn more over their careers than those without. There appears to be a trend that most recruiters hire people with qualifications during the penultimate year of study (optimum balance between theoretical and practical work experience). Rook argues that experience is central to any employment process. It helps people to confirm their chosen career decisions, prove their skills and identify their particular strengths. All experience is beneficial irrespective of whether this is relevant to any chosen profession. People’s own transferable skills can be developed independent of this. Relevant experience appears to be paramount to achieving any chosen career and those with qualifications/certification can develop their careers incrementally much faster:
Step 1: Take up voluntary or casual work and sign up for any career-related modules at University or night course study levels
Step 2: Focus on activities at part time/full time work that demonstrates the skills needed for the chosen career, and start to network
Step 3: Get relevant jobs that are closely aligned to the chosen career, shadow contacts and get some highly relevant employment advice
Step 4: Find an internment and continue to build networks
Rook argues that networking is essential to a successful career irrespective of relevant qualifications or certifications. It is about getting to know like-minded people with whom they can build long-standing friendships and business relationships. It involves contacting others and providing mutual support and getting to know the people who they know. This provides huge opportunities to create solid networks across a range of business industries. It is a two-way process and needs to offer mutual help and support for this to work effectively. In summary, Rook suggests that employers, generally, are ore concerned with grades, skills and employment experience than what people actually know. The basis of most selection criteria are skills, commitment and knowledge (Fig.1). Job candidates are assessed against these selection criteria.
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Fig. 1 The basis of most selection criteria
Trought (2012) quotes Mike Hill (CEO, Higher Education Services) who suggests that so-called portfolio careers appear to have replaced job-for-life notions of previous years. People do not stay long enough with any single employer and they tend to change job types, too, such as being a journalist one minute and becoming self-employed the next in the area of IT, for example. People’s basic employability became the building block upon which the next job/future career could be built. Employability does not require any formal qualification. Desired attributes are being industrious, hard-working, reliable and conscientious. Effective communications, the ability to gather, analyse and evaluate information and continuous personal development (CPD) are inherent skills, too. Formal qualifications are often necessary but are rarely sufficient. Employability can be learned. Trought argues that is up to individuals to market their employability to convince potential employers. Focus should be on selling skills sets in support of nay qualification such as a degree. There appears to be a strong correlation between high levels of employability and people’s qualifications/personal/interpersonal skills sets. People with combinations of qualifications and skills such as effective communications, team-working and problem-solving have distinct advantages securing a new job or career move:’ In many cases a degree is merely the passport for entry; it is the demonstration of employability skills that is used to differentiate candidates’ (page 3). It is the students’ ability to develop employability skills that is of paramount importance to differentiate them from the competition.
Lumley and Wilkinson (2014) refer to employability assets as being a mix of skills, knowledge, experience, attitudes and mindset. Academic success can show evidence of employability assets such as important transferable skills that include an ability to conduct research, analyse problems as well as organisational and self-management skills. In addition, certain aspects of people’s mindset such as being relentless, determined and having high levels of self-confidence. There appears to be another issue in today’s ever-changing business and employment market. Many employers are not just looking for good academic results. They are looking for people with excellent transferable skills and those who possess a special mindset, including evidence of engaging in extra-curricular activities. Qualifications and Certificates are no longer of absolute and paramount importance. Lumley and Wilkinson suggest that these personal qualities and attitudes are now believed to be crucial, too, for employability. They quote Yorke (2006, page 8) who claims that employability can be defined as ‘a set of achievements-skills, understanding and personal attributes-that makes graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy’. In contrast, Hillage and Pollard (1998) suggest that knowledge, skills and attitudes, on their own, are not sufficient to impress potential employers. It is a necessary requirement to present these effectively to employers such as providing employers with evidence of what people have done by demonstrating that they possess these skills. Pool and Sewell (2007, cited in Sewell and Dacre Pool, 2010) present a model of employability that is based on a combination of reflection and evaluation (theoretical and practical experiences) and personal self-evaluation such as self-efficacy, self-esteem and self-confidence (Fig.2).
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Fig. 2 The Career Model (Sewell and Dacre Pool, 2010)
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- Quote paper
- Prof Dr Eddie Fisher (Author), Yorkys Santana Gonzalez (Author), 2020, Qualifications and Certificates versus Practical Knowledge and Experience: is there a Winner?, Munich, GRIN Verlag, https://www.grin.com/document/900413
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