@misc{MTMT:35508151,
	title = {Editorial. Editorial Message},
	url = {https://m2.mtmt.hu/api/publication/35508151},
	author = {Lisányi Endréné Beke, Judit},
	unique-id = {35508151},
	year = {2024},
	pages = {1-2},
	orcid-numbers = {Lisányi Endréné Beke, Judit/0000-0002-1368-4400}
}

@article{MTMT:35486046,
	title = {Differentiating Grapes from Wine: The Education-To-Work Transition},
	url = {https://m2.mtmt.hu/api/publication/35486046},
	author = {Donald, William E. and Healy, Michael},
	doi = {10.52398/gjsd.2024.v4.i3.pp3-6},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486046},
	abstract = {There is a growing interest in connecting the literature on graduate employability, career development, and worker employability. However, inconsistent terminology across these fields poses a challenge. This essay focuses on the term ‘school-to-work transition’. In career development and worker employability literature, it often refers to the movement from all stages of schooling into the labour market, while in graduate employability literature it is understood to only refer to the transition from secondary school into the labour market. To illustrate this issue, we use a metaphor comparing grapes to wine. Consequently, we propose ‘education-to-work transition’ as an overarching term, with various subcategories specific to secondary and tertiary education.},
	year = {2024},
	eissn = {2732-3781},
	pages = {3-6},
	orcid-numbers = {Donald, William E./0000-0002-3670-5374; Healy, Michael/0000-0002-9572-2182}
}

@article{MTMT:35486045,
	title = {Generation Z: Increasing Self-Perceived Employability and Well-being through Serious Leisure},
	url = {https://m2.mtmt.hu/api/publication/35486045},
	author = {Mahayosnand, Ponn P. and Sabra, SM},
	doi = {10.52398/gjsd.2024.v4.i3.pp87-92},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486045},
	abstract = {Generation Z (Gen Z) is the best-educated, technologically adept, and most racially and ethnically diverse generation entering the workforce today. Gen Z also has the highest rate of diagnosed depression and anxiety. They prefer to have a side hustle on top of their full-time jobs; however, the act of monetizing their leisure activity has been shown to add more stress. The benefits of serious and casual leisure are shared; with emphasis on the need for Gen Z to engage in more forms of serious leisure to enhance their well-being and self-perceived employability. Employers and schools should encourage, promote and invest in more serious leisure activities for Gen Z. Continuing the emerging focus on research in leisure studies and careers, specifically focusing on Gen Z is highly recommended.},
	year = {2024},
	eissn = {2732-3781},
	pages = {87-92},
	orcid-numbers = {Mahayosnand, Ponn P./0000-0001-8979-2806; Sabra, SM/0009-0002-8682-4811}
}

@article{MTMT:35486043,
	title = {What the Literature Tells Us About the Transition of Second-Career Academics Into Higher Education},
	url = {https://m2.mtmt.hu/api/publication/35486043},
	author = {Fellows, Ian},
	doi = {10.52398/gjsd.2024.v4.i3.pp64-86},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486043},
	abstract = {With the growth and evolution of the higher education sector in recent decades, universities have drawn on more diverse sources from which to recruit academic staff. One such route is for universities to recruit professionals from non-academic backgrounds to teach and research. The transition of career professionals becoming second-career academics is a growing phenomenon, but one that is under-researched in the literature. This paper summarises the findings in the literature on this topic from the last twenty-five years, drawing on forty-four academic articles. Common themes are discussed and presented in a chronological format from the decision-making process prior to transitioning, through the challenges and opportunities commonly experienced by second-career academics making the transition, concluding with a summary of the recommendations presented in the research. In the discussion section that follows, the author draws on their own experience as a second-career academic to summarise pertinent points and offer an additional perspective on the recommendations offered in the literature. The purpose of this article is to offer a summary of what is currently understood in the literature with a view to supporting further research into the transition of second-career academics as an important skills development issue for the higher education sector. The review finds that several recommendations are common in the literature (mentoring schemes, development of academic skills and agency, introduction of reference materials and cultural change) and the viability of these is discussed before recommendations are made for individuals considering transitioning to a career in academia.},
	year = {2024},
	eissn = {2732-3781},
	pages = {64-86},
	orcid-numbers = {Fellows, Ian/0000-0002-6754-3160}
}

@article{MTMT:35486041,
	title = {Maintaining Skill Development of Newly Qualified Physical Education Teachers: Mentorship After Graduation},
	url = {https://m2.mtmt.hu/api/publication/35486041},
	author = {Evans, Stuart},
	doi = {10.52398/gjsd.2024.v4.i3.pp50-63},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486041},
	abstract = {High percentages of newly qualified teachers drop out during their first 5 years of teaching in the classroom. Often, formal support systems are put in place to overcome ‘practice shock’. Yet this practice shock is generally associated with traditional academic subjects such as mathematics, humanities and science. The often-marginalised subject of physical education can be largely neglected when newly qualified teachers are considered. One strategy to reduce practice shock is that of an established mentoring program. The large volume of literature on mentoring across an array of education subjects suggests that mentoring is a valued skill. However, while mentoring is acknowledged as an essential prerequisite for successful teacher induction, its effectiveness in physical education may vary depending on the mentor’s quality of support and the mentee’s initial professional beliefs. This article draws on a structured analysis of research-based articles on mentoring for newly graduated physical education teachers and explores the discipline between mentee and mentor to make more valid inferences about the roles, responsibilities and outcomes of mentoring. The need for clarity around a physical education teacher’s role as a mentor and associated responsibilities relative to the provision of emotional support and guidance are examined along with suggestions for explicit transmission-oriented mentoring approaches to support beginning teachers’ professional development.},
	year = {2024},
	eissn = {2732-3781},
	pages = {50-63}
}

@article{MTMT:35486039,
	title = {A Future in the Past: Career Opportunities for Australian History Graduates},
	url = {https://m2.mtmt.hu/api/publication/35486039},
	author = {Archer, Ben},
	doi = {10.52398/gjsd.2024.v4.i3.pp34-49},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486039},
	abstract = {Australia's History educators frequently face challenges regarding the value of post-school qualifications in history. Comments from Australian Government ministers have intensified claims that history degrees lack broad skills valued by employers. This study addresses the dearth of research examining the alignment between learning outcomes from history degrees and occupational skills. A comprehensive analysis was conducted on learning outcomes from 27 history degrees offered by Australian universities. These outcomes were mapped against the Australian Government's Skills Classification Core Competencies and Occupation Listings, employing a rigorous curriculum mapping methodology. The results identified 126 occupations that align with the skills and competencies developed through history degrees. This research not only challenges misconceptions about the employability of history graduates but also provides empirical evidence of the broad applicability of historical skills across various sectors. The findings reveal a significant concentration of history graduates in managerial and professional roles, indicating the high value placed on critical thinking, analytical, and communication skills developed by studying history. However, the study also highlights areas for improvement, particularly in digital engagement and numeracy skills. The research demonstrates that history degrees cultivate a range of transferable skills highly sought after in the modern job market, including advanced communication, critical analysis, research proficiency, and adaptability. These skills position history graduates to excel in diverse fields such as public policy, journalism, law, business, and education. Furthermore, the study underscores the importance of interdisciplinary approaches in curriculum design to enhance graduate employability. This research contributes valuable insights for curriculum development and career guidance in history education, demonstrating that history degrees lead to diverse and meaningful employment outcomes. It also provides a robust evidence base for advocating the value of historical studies in an increasingly skills-focused higher education landscape.},
	year = {2024},
	eissn = {2732-3781},
	pages = {34-49},
	orcid-numbers = {Archer, Ben/0000-0002-3215-5432}
}

@article{MTMT:35486037,
	title = {The Inner Leader in Transformative Leadership: Personal Transformation through Trauma Integration and Spiritual Development},
	url = {https://m2.mtmt.hu/api/publication/35486037},
	author = {Briciu, Bianca},
	doi = {10.52398/gjsd.2024.v4.i3.pp20-33},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486037},
	abstract = {This article analyzes the role of personal transformation in the context of transformative leadership, focusing on the processes of trauma integration and spiritual development. Trauma integration facilitates access to the inner leader through a gradual process of increasing awareness of unconscious patterns. Spiritual development expands consciousness developing the capacity to hold in awareness both the inner and the outer world, contributing to the self-transforming mind, an open and adaptive engagement with the world. These two aspects of personal development support leaders to de-construct oppressive structures in their own consciousness and engage in awareness-based social transformation. Trauma integration and spiritual development contribute to the Being dimension of the Inner Development Goals framework, creating access to the inner compass and increasing self-awareness, authenticity, openness and presence.},
	year = {2024},
	eissn = {2732-3781},
	pages = {20-33},
	orcid-numbers = {Briciu, Bianca/0000-0002-4585-3424}
}

@article{MTMT:35486035,
	title = {Developing Managerial Framework to Cultivate Critical Skills in The South African Automotive Retail Industry},
	url = {https://m2.mtmt.hu/api/publication/35486035},
	author = {Sirayi, Siyabonga and Msuthwana, Vusumzi and Mazibuko, Noxolo},
	doi = {10.52398/gjsd.2024.v4.i3.pp7-19},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35486035},
	abstract = {The purpose of this study is to develop managerial framework that could be utilised to cultivate critical skills in the automotive retail industry. This would be achieved by providing a comprehensive literature overview regarding skills development strategies including life-long learning, apprenticeship, and mentorship programmes. The study utilised a qualitative research methodology. Data are collected through face-to-face interviews using an interrogation technique. Data collection process was done in participants’ natural settings, enabling the researcher to develop new knowledge, and understanding of strategic tools that can be utilised to promote skills development of technicians for the automotive retail industry. The findings reveal a strong collaboration between non-technical and technical high schools as well as technical colleges is essential to ensure the quality of skills development in the automotive retail industry is improved, and thereby improve the market pool of skilled young technicians.},
	year = {2024},
	eissn = {2732-3781},
	pages = {7-19},
	orcid-numbers = {Sirayi, Siyabonga/0009-0005-0629-5465; Msuthwana, Vusumzi/0000-0001-8200-0087}
}

@article{MTMT:35451429,
	title = {Editorial Message},
	url = {https://m2.mtmt.hu/api/publication/35451429},
	author = {Lisányi Endréné Beke, Judit},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35451429},
	year = {2024},
	eissn = {2732-3781},
	pages = {1-2},
	orcid-numbers = {Lisányi Endréné Beke, Judit/0000-0002-1368-4400}
}

@article{MTMT:35451427,
	title = {Rewriting the Future: How Metamodern Education Can Redefine Society and Leadership},
	url = {https://m2.mtmt.hu/api/publication/35451427},
	author = {Shtaltovna, Yuliya},
	doi = {10.52398/gjsd.2024.v4.i2.pp112-121},
	journal-iso = {GJSD},
	journal = {GILE JOURNAL OF SKILLS DEVELOPMENT},
	volume = {4},
	unique-id = {35451427},
	abstract = {This food-for-thought paper challenges traditional paradigms and proposes a metamodern framework for redefining the optics on the role of education in society, advocating for a new social contract rooted in shared values, inclusivity, and interdisciplinary collaboration. How can we democratize higher education and empower individuals to navigate the uncertainties of the 21st century? Is moving beyond fragmented knowledge and fostering skills-based education truly beneficial? Moving beyond postmodern fragmentation, metamodernism emphasizes cooperation and holistic development, presenting a blueprint for transforming society by bridging individual agency and collective progress. The Inner Development Goals (IDG) promotes skills-based and humanity-focused leadership that addresses the inner and outer dimensions of sustainable development. This transformative skills-based approach to leadership encourages educators and institutions to embrace complexity and ambiguity, preparing future leaders to leverage inherited chaos for meaningful change. This approach challenges traditional paradigms and calls for a dynamic interplay that aligns with the metamodern ethos.},
	year = {2024},
	eissn = {2732-3781},
	pages = {112-121},
	orcid-numbers = {Shtaltovna, Yuliya/0000-0003-2976-0305}
}