DOCSLIB.ORG

Embedding Soft Skills in Higher Education Keow Ngang TANG

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Embedding Soft Skills in Higher Education Keow Ngang TANG TOJET: The Turkish Online Journal of Educational Technology – April 2019, volume 18 issue 2 Beyond Employability: Embedding Soft Skills in Higher Education Keow Ngang TANG International College, Khon Kaen University, Thailand [email protected] ABSTRACT Today, higher education institutions are being evaluated by the manners in which they react to the social and economic needs of society, that is, how they are expediting social mobility and wider access to higher education, hence this leads to their actions to enhance graduate employability. Therefore, this research was designed to examine the 34 lecturers who joined a workshop related to how they are transferring soft skills and sharing their experiences of their instructional activities. These 34 lecturers are eligible participants who have fulfilled the criteria given by Newton Fund Researcher Links Workshop comprising of 20 Thai, 13 United Kingdom, and one Vietnamese. A qualitative interview research method was employed. An interview protocol was used as an instrument to explore the key ideas from these participants on how to embed soft skills in detail to enhance graduate employability. Results of the study revealed that most of the higher education institutions have been facing the challenges head-on, rethinking the role of career services, academics, and even support services in boosting employability. In addition, results also indicated that in the United Kingdom higher education system has been emphasized on the vital importance of non-academic skills to employability. Besides, participants have highlighted a list of soft skills that graduates should possess and it seemed that the place where these skills will most often be instructed is in the lecture theatre, the tutorial room or the study group. Those soft skills are depending on how lecturers to ensure that they are embedded these soft skills in their course design and delivery. KEYWORDS: Embedding; employability; higher education institutions; soft skills INTRODUCTION Okay-Somerville and Scholarios (2017) defined the term of graduate employability as job positions, occupation prestige and, to a slighter degree, the excellence of engagement. Therefore, past researchers referred employability upon qualification establishes a significant sign of graduate security. Rothwell, Herbert, and Rothwell (2008) distinguished internal and external insights of employability for graduate candidates to the workplace. The internal perception of employability denotes to aspects related to insights of graduates’ capabilities, skills, and knowledge to search for their relevant jobs. The external perception of employability is related with insights outwit the graduate own switch, for instance, request for degree issue, reputation of the higher education institutions, and the general state of the graduate labor market. Higher education scholars are assumed to gain assured skills and potentials, for example, team-working and problem-solving skills after experiencing their higher education learning process (CBI, 2009). Researchers as well as practitioners, have emphasized the significance of a set of soft skills that including the abilities to collaborate, communicate, and problem-solving in higher education institutions over the past decade (Chamorro-Premuzic, Arteche, Bremner, Greven, & Furnham, 2010). This is to define the obvious learning effects of tertiary education programs, as well as consequences in relations of assured kinds of transferable skill, for example communicative, team-working or problem-solving skills. This progression has carried out in line with policymakers of higher education institutions and scholars’ major focus on the graduates’ employment effects and also the degree to which tertiary education program in preparing scholars sufficiently for their employability. Syed Ahmad (2013) further emphasized that higher education institutions are eventually expected to serve as human capital providers for the nation thus industry’s feedback is extremely important to determine the characteristics that the graduates must possess so that they can function effectively in their workplace. Therefore, the idea of soft skills has to be the key elements of the regular learning consequences so that all scholars are anticipated to obtain the soft skills during their learning time in higher education institution is a logical step that should be taken. The main aim of higher education’s instructional activities obviously outspreads away from guaranteeing that graduates are employable. Employability skills refer to the skills that are required, sustaining, and doing well on a job. These skills and characteristics allow graduates to survive together with their colleagues, to create a perilous decision, resolve problems, develop deference, and eventually turn out to be robust representatives Copyright © The Turkish Online Journal of Educational Technology 1 TOJET: The Turkish Online Journal of Educational Technology – April 2019, volume 18 issue 2 designed for the business (Yorke, 2006). Yorke further highlighted that graduates’ employability has to turn out to be a goal that governments have around the world, to changing degrees, executed on national higher education systems. It is the fact that higher education institutions are grounds where scholars track their socialization and obtain and grow a variety of knowledge, skills, attitudes, and characteristics that shake the manner they act in and take part with, broader society. According to Kember, Leung, and Rosa (2007), there is increasing recognition for awareness that soft skills can support scholars to achieve academic and job-related aims upon their graduation. On this line of reasoning, soft skills have become increasingly critical parts of education to be embedded in the instructional process. This is because employers are desperately seeking employees with a combination of skills that seem fall under this career readiness and employability umbrella. Besides, Chamorro-Premuzic et al. (2010) stated that employer investigations have mirrored dissatisfaction with the degree to which soft skills are nurtured in tertiary education. Employers mentioned that there is always a breach between what they need of graduates in valuation undertakings and what happens in the workplace. Employability concerns are at the very fundamental of current tertiary education both in Thailand and the United Kingdom. Previous arguments inclined to emphasize on generous worries that tertiary education must hunt for the scholars to well accomplish their part in society but current debates have concentrated additionally on an idea that the entire program courses must contain content of increasing employability, and also embedding soft skills in the United Kingdom (Cranmer, 2006). On the other hand, Thailand has incorporated ideas of scholars’ effort enthusiasm as a resource of guaranteeing effectiveness in a comprehensive setting (UNESCO, 2012). In addition, numerous procedures have been established in Thailand, for example, the Thailand Quality Framework (TQF), in meeting with education and market experts. According to the report of UNESCO (2012), the enrolment of tertiary education had been enlarged fivefold from 28.6 million to 152.2 million within 1970 to 2007. This has reflected the priority given to higher education institutions to develop a knowledge-based economy. Inappropriately, this tendency was not in parallel with employment rates. The worldwide unemployment rate increased from 5.6 to 6.2 percent from 2007 to 2010. It can be seen that there is a remarkably competitive situation for 15 to 24 years old people. For example, young unemployment rates have fluctuated between 11.8 to 12.8 percent namely 11.8 percent, 12.8 percent, 12.6 percent, and 12.7 from 2007 to 2010 (UNESCO, 2012). The above data are worrying because early life represents the dynamic workforce of the nations and the majority of them are higher education graduates. If not productively involved for prolonged time periods, a mass of problems and challenges facing an extinct generation will be compacted by several governments. Although some unemployed tertiary education graduates might be partially initiated by disparities in the economy such as the current fiscal disaster and financial recessions are definitely causes for the drop in the amount of job available. Furthermore, the graduates’ high unemployment rates might be also caused by the supply-side issues. As a result, higher education institutions need to be clearly understood the type of skills vital for scholars to move in the labor market so that they can nurture these skills in their course delivery. The significance of higher education programs performs a vital role in assisting their scholars’ employability. LITERATURE REVIEWS UNESCO’s call intends to make sure justifiable excellence education and lifelong learning for all by 2030 (Pavlova, Lee, Maclean, 2017). The significance of tertiary education systems is the major concern to meet the countries’ economic and social requirements are rising globally (Organization for Economic Co-operation and Development OECD, 2005). Thailand government adapted educational policies to compact with these concerns consist of: a promise relating to curriculum flexibility and excellence across the diverse higher education programs presented; the commitment of diverse, numerous stakeholders; occupation assistance, corresponding programs to sufficiently encounter the needs of both graduates and the labor market, and efforts to assurance
Load more

Recommended publications
  • 10 Soft Skills You Need
    10 Soft Skills You Need Participant Guide Columbus Technical College Economic Development Corporate Training Materials TABLE OF CONTENTS Module One: Getting Started .............................................................................................................7 Workshop Objectives ................................................................................................................................ 7 Module Two: What are Soft Skills? .....................................................................................................8 Definition of Soft Skills .............................................................................................................................. 8 Empathy and the Emotional Intelligence Quotient .................................................................................. 9 Professionalism ......................................................................................................................................... 9 Learned vs. Inborn Traits ........................................................................................................................ 10 Case Study ............................................................................................................................................... 10 Module Two: Review Questions .............................................................................................................. 11 Module Three: Communication .......................................................................................................
    [Show full text]
  • The Power of EI: the "Soft" Skills the Sharpest Leaders
    The power of EI: The “soft” skills the sharpest leaders use Comparisons across data from Korn Ferry Hay Group leadership and employee surveys | The “soft” skills the sharpest leaders use | What’s emotional intelligence got to do with leadership? Organizations worldwide are increasingly recognizing the so-called “soft” skills that people in the workforce can Key points draw upon to motivate others, push through changes, n Twelve emotional and social and deliver superior performance in themselves and their intelligence competencies have been colleagues. We collectively call these skills emotional shown to distinguish outstanding intelligence, or EI. Importantly, a growing body of performance in a wide variety of jobs evidence shows the positive impact that leaders with and organizations. high EI can have in the workplace. n Developing more ESCI competencies This paper demonstrates how EI, like IQ, is measurable, gives leaders more flexibility, and and highlights which particular aspects of EI individuals honing specific competencies can can develop to make them more effective leaders. It optimize a leader’s individual style. draws from both outside sources and data gathered using the proprietary measurement of EI, called the n Outside studies confirm that people Emotional and Social Competency Inventory, or ESCI with high degrees of emotional (Boyatzis, 2007). Created by Richard Boyatzis and Daniel intelligence can positively impact Goleman in conjunction with Korn Ferry Hay Group, ESCI an organization’s profitability, is a 360-degree survey that assesses an individual’s EI performance, and ability to attract competencies. Now in its tenth year, the ESCI has been and retain talent. used by 80,000 people across 2,200 organizations worldwide.
    [Show full text]
  • From Attitude to Empathy, We Explore the Power of Soft Skills in an Automated World
    The Soft Skills Imperative 01|2017From attitude to empathy, we explore the power of soft skills in an automated world. The Soft Skill Imperative | White Paper 2 The Adecco Group 3 Soft SK Skills As tasks are automated and job roles and responsibilities Unlocking entrepreneurial evolve, human qualities are the new essential for the work- potential—and perhaps even GDP force and the workplace growth The world is navigating a transition from the What’s driving this rush of enthusiasm? There’s yet knowledge economy to the self-knowledge econ- to be a study conducted that demonstrates in hard Consider the experiences of two groups who, development programs for longer, feel more omy. In every area of operations, automation numbers that soft skills play a direct, causal role in at first glance, could not appear to be less successful, and keep pursuing the small busi- and robotics are remaking the way we manage driving success for either candidates or corpora- similar: participants in a women’s entrepre- ness path.” traditional day-to-day tasks. Virtual collaboration tions. But individual organizations have become neurship training program in Guatemala and platforms are altering how and where we work. attuned to the impact of soft skills deficiencies Major League Baseball’s 2016 World Series Digital access to data is driving unprecedented within their ranks, and pioneering studies suggest champions, the Chicago Cubs. The success of “Women who get soft skills training wind up capacity—and demand—for real-time decision-mak- that training in these areas can contribute to con- each has been attributed in part to soft skills staying in the entrepreneurship or business awareness and development.
    [Show full text]
  • Soft Skills As Employability Skills: Fundamental Requirement for Entry-Level Jobs
    Soft Skills as Employability Skills: Fundamental Requirement for Entry-level Jobs ~ Netra Bahadur Subedi1 Abstract In spite of the fact that the term ‘soft skills’ is new in our context, it has a wide range of implications and effects. Soft skills are intangible, nontechnical, personality-specific skills that determine one’s strengths as a leader, facilitator, mediator, and negotiator. Soft skills are contrasted to hard skills in a sense that hard skills are limited to specific area. It is to be noted that in the course of seeking an employment in the market, individual’s soft skills are as important as hard skills. It is found that person’s hard skills lead an individual to the entrance of job market, soft skills guarantee the job opportunity and further career growth. It is urgent that we have to instill our graduates with remarkable amount of soft skills for quick employment. It is always advisable that the companies select human resources with the best non-technical skills that are likely to be available in the labour market. It is further important to foster and develop the employees. Thus, these inter-sectional skills are really important for the promotion and enhancement of the organization. Owing to the same fact, this paper argues how soft skills as employability are fundamental requirement for entry-level Jobs. Key Words: Soft Skills, EQ, Civic Sense, Social Graces, Technical Skills Opening the Window Nowadays people are much concerned about soft skills. Though it is a new term in the academia, business houses and government offices, it has been a buzz word.
    [Show full text]
  • SOFT SKILLS: the Missing Component That Prevents Many December 2019 Students from Blasting Off Into Their Careers
    SOFT SKILLS: The Missing Component That Prevents Many December 2019 Students From Blasting Off Into Their Careers Soft Skills: The Missing Component That Prevents Many Warm-up Students From Blasting Off Into Their Careers Challenge ErikChristensen Houston, TX MicheleHeston SACSCOC Annual Meeting 2019 2 Puzzle Challenge What Skills Did You Notice At Work? • Communication • Positive Attitude • Teamwork • Interpersonal Skills • Time Management • Willingness to Learn • Critical Thinking • Resilience • Problem Solving • Attention to Detail • Adaptability • Influencing • Creativity • Personal Skills • Leadership • Organization 3 4 Kindergarten to College Learning Outcomes Page 1 • Be able to explain what soft skills are. • Be able to describe why you should emphasize developing soft skills. • Be able to identify how to develop activities focused on developing soft skills. 5 6 SACSCOC AM 2019 – Houston 1 SOFT SKILLS: The Missing Component That Prevents Many December 2019 Students From Blasting Off Into Their Careers Note Taking Guide Page 2 Put notes Put here questions here Summarize What? here 8 7 Origin of the term “soft skills” U.S. Army training manual in the 1972 “skills, abilities, and traits that pertain to personality, A simple term for a attitude, and behavior rather than to formal or technical knowledge.” complex set of personal qualities 9 10 Many Other Names Soft vs. Hard Skills •Power Skills •Behavioral Skills Soft skills are character Hard skills are specific, •Employability Skills •Leadership Skills traits and interpersonal quantifiable, and • • Communication Skills Human Skills skills that characterize teachable abilities that •People Skills •Personal Skills a person's relationship can be defined and •Emotional Intelligence •Interpersonal Skills with other people.
    [Show full text]
  • The New Talent Landscape: Recruiting Difficulty and Skills Shortages (SHRM, 2016)
    THE NEW TALENT LANDSCAPE RECRUITING DIFFICULTY AND SKILLS SHORTAGES THE NEW TALENT LANDSCAPE Recruiting Difficulty and Skills Shortages A RESEARCH REPORT BY THE SOCIETY FOR HUMAN RESOURCE MANAGEMENT Media Contact USA Kate Kennedy SHRM Headquarters Phone: + 1.703.535.6260 Alexandria, VA 22314 The Society for Human Resource Management E-mail: [email protected] Phone +1.800.283.7476 (SHRM) is the world’s largest HR professional society, E-mail [email protected] representing 285,000 members in more than 165 Vanessa Hill countries. For nearly seven decades, the Society Phone: +1.703.535.6072 China has been the leading provider of resources serving E-mail: [email protected] Gateway Plaza the needs of HR professionals and advancing the Chaoyang District Online practice of human resource management. SHRM Beijing, 100027 SHRM Online: shrm.org has more than 575 affiliated chapters within the Phone +86.10.59231033 United States and subsidiary offices in China, India SHRM Research & Surveys: shrm.org/research E-mail [email protected] and United Arab Emirates. Visit us at shrm.org. SHRM Research on Twitter: @SHRM_Research India SHRM Research on LinkedIn: LinkedIn.com Gurgaon, Sector 26 SHRM Research on SHRM Connect: Haryana 122002 community.shrm.org Phone +91.12.44200243 E-mail [email protected] United Arab Emirates Dubai Knowledge Village Dubai, UAE Phone +971.050.104.6330 E-mail [email protected] 16-0156 To order printed copies of this report, visit shrmstore.shrm.org or call 1-800-444-5006. 2 About This Research Report 5 Executive Summary
    [Show full text]
  • The Great Skills Divide: a Review of the Literature
    The Great Skills Divide: A Review of the Literature Sophie Borwein Higher Education Quality Council of Ontario Published by The Higher Education Quality Council of Ontario 1 Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Borwein, S. (2014). The Great Skills Divide: A Review of the Literature. Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official policies of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queens Printer for Ontario, 2014 The Great Skills Divide: A Review of the Literature Executive Summary Discussions of Canada’s so-called “skills gap” have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need. This paper is the first of three on Canada’s skills gap. It outlines the conflicting views around the existence and extent of a divide between the skills postsecondary graduate possess and those employers want.
    [Show full text]
  • SOFT SKILLS for 21ST CENTURY TEACHER Feby Inggriyani PGSD FKIP Unpas,Bandung, Indonesia E-Mail: [email protected]
    International Conference: Character Building Through Pricesly International Education October, 2017 FKIP UNPAS & PB Paguyuban Pasundan SOFT SKILLS FOR 21ST CENTURY TEACHER Feby Inggriyani PGSD FKIP Unpas,Bandung, Indonesia E-mail: [email protected] Abstract. 21st century forms a superior human resource. Education not only creates graduates who are able to compete, but coupled with healthy competence and able to excel in various fields. The duties of 21st century teachers are able to organize learning process and implement the four pillars of learning recommended by UNESCO for education, which is learning to know, learning to do, learning to be and learning to live together. Four competencies that must be owned by professional teachers are: pedagogic competence, professional competence, personality competence and social competence. 21st century education requires teachers to emphasize learning on critical thinking and problem solving, creativity and innovation, communication, collaboration, and global awarness. The 21st century skills teachers must have are (1) life and career skills, (2) learning and innovation skills, and (3) information media and technology skills. Therefore, teachers are required not only to have hardskill but also to have softskill to succeed in their career and functioning in social life. soft skill a teachers should have interpersonal and intrapersonal skills. Keywords: soft skill, 21st century, skill teacher I.INTRODUCTION content knowledge, curriculum and knowledge of The world of education can not be educational goals [1]. Other then, competence of separated from the figure of a teacher. Teachers 21st century professional teachers includes is are an important component that is crucial in the critical thingking (problem solving), creativity and success of learners.
    [Show full text]
  • Emotional Intelligence for Internal Auditors
    Feature Emotional Intelligence for Internal Auditors Understand and develop your soft skills By Deborah A. Radke, CPA building and keeping trust relationship strategies nternal auditors need specific technical skills and Iexpertise to be successful in their jobs. However, our soft skills play an even more significant role in our professional success. These soft skills are n necessary in our dealings with our clients during o i t a an audit, in our interactions with the leaders of c i n c u o m m our organizations, and in daily interchanges with co-workers in our own department. A 2013 white paper by The Institute of Internal Auditors (IIA) and Robert Half International emphasized the concept of soft skills.1 Soft skills cover a broad landscape of competencies in areas such as communication, relationship strategies, building and keeping trust, navigating through situations, negotiating skills, constructive conflict management, and empathy. All these traits revolve around how you relate with other people and are linked with your emotional intelligence (EI). Over the past two decades, studies have shown that a person’s degree of EI is more important than IQ, advanced degrees or technical work experiences, whether you work in an entry-level job or a leadership position. For example, the IIA Research Foundation issued a report in 2011 on understanding and applying soft skills. An auditor’s success emotional intelligence or failure is dependent on relationships and communication, empathy with high levels of emotional and social intelligence
    [Show full text]
  • Teaching and Assessing Soft Skills K
    2011 Teaching and Assessing Soft Skills K. Kechagias (Ed.) UK Mina Welsh, Marie Stewart, Angie Mearns GR Konstantinos Kechagias, Despoina Papadopoulou, Eleni Agapidou, Ioannis Kalivas, Panagiotis Ananiadis SW Peter Wåglund, Ewa Marianne Jonsson, Lena Norling, Tommy Rask RO Simona Luca , Viorica Dragan, Cecilia Iuga NL Stephanie Plompen, Dorothé Snippert, Piet Terpstra, Pauline Hupkes, Jolanda Botke MASS Project September 2011 K. Kechagias e-mail: [email protected] UK Mina Welsh, Marie Stewart, Angie Mearns e-mail: [email protected], [email protected] GR Konstantinos Kechagias, Despoina Papadopoulou, Eleni Agapidou, Ioannis Kalivas, Panagiotis Ananiadis e-mail: [email protected] SW Peter Wåglund, Ewa Marianne Jonsson, Lena Norling, Tommy Rask e-mail: [email protected], [email protected] RO Simona Luca , Viorica Dragan, Cecilia Iuga e-mail: [email protected], [email protected] NL Stephanie Plompen, Dorothé Snippert, Piet Terpstra, Pauline Hupkes, Jolanda Botke e-mail: [email protected], [email protected] 3 Publisher: 1st Second Chance School of Thessaloniki (Neapolis) Str. Strempenioti, 1st and 3rd Gymnasium 56760 Neapolis (Thessaloniki) ISBN: 978-960-9600-00-2 Thessaloniki, 2011 Teaching and Assessing Soft Skills by K. Kechagias is licensed under a Creative Commons Attribution-NonCommercial- NoDerivs 3.0 Unported License. Based on a work at www.mass-project.org. Permissions beyond the scope of this license may be available at [email protected]. 5 Table of Contents TABLE OF CONTENTS
    [Show full text]
  • Bridging the Soft Skills Gap
    BRIDGING THE SOFT SKILLS GAP How the Business and Education Sectors Are Partnering to Prepare Students for the 21st Century Workforce CONTENT 1. The Soft Skills Gap 2. The Case for Collaboration Between the Business & Education Sectors 3. Profiles of Successful Partnerships 4. Pathways to Impact 5. More Information OVERVIEW Despite U.S. high school graduation rates reaching all-time highs, many employers are finding that recent graduates are unprepared to succeed in the workforce because they lack foundational “soft skills.” While technical skills are often industry-specific, soft skills such as professional communication, critical thinking, collaboration, and time management are valued by employers across sectors. The importance of these skills is widely acknowledged, yet they are not taught with consistency or given prioritization. Closing the gap between the soft skills employers require in their workforce and those that students leave school with is essential. This can and should be achieved through collaboration between business and education at the local level. Bridging the Soft Skills Gap makes the case for partnerships between the business and education sectors and outlines strategies already being used successfully across the country. It offers practical recommendations for businesses seeking to make an impact and profiles five successful partnerships established by Nike, EY, Wegmans, Wynn Las Vegas, and the Northern Kentucky Education Council. 2 1 The Soft Skills Gap Despite U.S. high school graduation rates reaching all-time highs,(1) a growing number of employers across industries are reporting that job applicants lack the basic skills needed to succeed in the workforce.(2) Even when applicants make it past the interview process, employers are coping with new hires who are unsure of how to write a professional email, struggle to organize and prioritize tasks, or have a difficult time collaborating with coworkers.
    [Show full text]
  • The Importance of Soft Skills the Importance of Soft Skills
    THETHE IMPORTANCEIMPORTANCE OFOF SOFTSOFT SKILLSSKILLS ININ THETHE JOBJOB MARKETMARKET An analysis of the soft skills demand by job, function and seniority level Contents 0. Executive Summary 03 1. Introduction 04 2. Context 06 2.1. The origin of soft skills 06 2.2. The rise of soft skills 06 2.3. Soft skills in today's job market 07 3. Study 08 3.1. Data 08 3.2. Methods 09 4. Results 10 4.1. Job diversity 10 4.2. How many soft skills are typically required for a job? 10 4.3. Which soft skills are most !and least" requested by recruiters? 10 4.4. Which soft skills are required for the jobs most commonly present 12 in companies? 4.5. What is the link between soft skills and the most common corporate 14 functions? 4.6 Do the soft skills required depend on the seniority level of the 16 position? 5. Conclusion 18 6. References 19 7. Appendices 21 03 Executive summary The recruitment market is gradually shifting its focus from requiring knowledges to requiring skills. Soft skills, in particular, have become crucial for employers when it comes to assessing which candidates will best fit within a given team or within the larger company setting. The present study examines the link between soft skills and recruitment; its aim is two-fold: !1" First, we sought to define a compact set of soft skills based on the most frequent job requirements put forward by employers. !2" Second, we aimed to identify the main soft skills required for a given job.
    [Show full text]