首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Abstract

Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity.  相似文献   

2.
This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.  相似文献   

3.
Contributing to a lack of studies related to generic skills (GS) assessment, especially in non-Western university contexts, this article reports a study that explored practices and challenges of assessing students’ GS in the Business Administration programmes in six Vietnamese universities. Content analysis of interviews with 41 teachers of skills subjects and specialised subjects revealed that teachers were organising different formative and summative GS-assessment activities. Unfortunately, the analysis indicated that their GS-assessment practices were fragmented across subjects in the curriculum. Teachers’ beliefs regarding their roles in the university, teachers’ expertise and several contextual factors were found to influence their assessment practices. The article argues that leadership should be exercised more effectively in order to remove obstacles and engage teachers with assessing GS, which will yield washback effect on students’ learning of these skills.  相似文献   

4.
ABSTRACT

Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work.  相似文献   

5.
There are many different forms that work-integrated learning (WIL) takes and variants go by a range of different names. Based on current literature, key dimensions, shared by the various and disparate forms of WIL curricula, were identified and operationalised in a measurement model. The key dimensions identified were: authenticity, integrated learning supports (both at university and the workplace), alignment (of teaching and learning activities and assessments with integrative learning outcomes), supervisor access and induction/preparation processes. It is suggested that variations in the way that WIL courses or subjects are designed within these dimensions are the basis for different expressions of the quality of such courses. A latent construct measurement model was developed and validated with a sample of Australian and UK students. This paper presents the model and discusses the results of the validation study. It is proposed that the measures validated in this study will be useful for evaluating a wide variety of WIL curricula.  相似文献   

6.
Work integrated learning (WIL) is a strategic priority for universities aiming to enhance graduate employability in an increasingly competitive labor market. Technology could improve access to WIL as student numbers grows and augment learning outcomes as more work occurs within digital spaces. This systematic literature review examines findings of studies employing and evaluating electronic WIL (eWIL) initiatives to develop a typology that considers the functions of technology which both support (administratively) and deliver (pedagogically) eWIL experiences. As the first systematic literature review in this domain, this study extends the literature through improved understanding of the scope and subsequent conceptualization of eWIL. Specifically, eWIL is a broad concept subsuming two functions: delivery of instruction and administrative functions. This should be taken into account in any attempts to evaluate the implementation of eWIL.  相似文献   

7.
It is increasingly important for educators to help students develop as creative individuals, and to prepare graduates to think creatively at work, in personal life, and in society. Many countries are working to transform schooling to lead to creative learning outcomes. And yet, very little is known about how to teach for creativity. This review was motivated by the belief that effective models of creative teaching and learning would be found in art and design educational practice. The goal of this systematic review is to synthesize empirical studies of the pedagogy used in art and design studio classes, from early years to university. A keyword search, followed by a filter using inclusion criteria, identified 65 peer-reviewed journal articles. A grounded theory analysis of these 65 articles identified eleven themes characterizing art and design pedagogy, grouped in three clusters: Pedagogical practices (5 themes), learning outcomes (4 themes), and assessment (2 themes).  相似文献   

8.
Work-integrated learning (WIL) is a risky business in higher education. The strategic opportunities that WIL presents for universities cannot be achieved without taking on unavoidable legal risks. University lawyers are involved with managing the legal risks as part of their internal delivery of legal services to universities. It is important to identify the risks that potentially arise, so these can then be managed. A case study involving Australian university lawyers reveals the ‘program risks’ of WIL. Program risk is a type of legal risk that relates to the conduct of universities, host organisations and students before, during and after a WIL placement, as well as the personal characteristics of students that can expose the university to legal risk. The research findings may be applied by university lawyers, academic disciplines and university management to evaluate and improve risk management in WIL programs.  相似文献   

9.
美国中北部区域高等教育认证委员会2013年新认证标准对教育质量的评估提出了进一步的要求,强调教育要有质量,质量要有证据,评估重点转型到对学生学习结果的评估,作为判断学生学习质量的主要证据之一。在了解和借鉴境外同行的经验中,处理学校运行常态信息与质量信息的关系,思考教育理念共识与基于文化之教育理念之间的衔接点,可以使教育工作者对教育质量在现实社会大环境中的内涵有比较合理的认识。  相似文献   

10.
This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of learning outcomes formation. In the humanities and engineering they were translated into learning objectives, closing in on course rationalisation and portfolio coherence. Whilst the focus in the humanities remained internal in orientation, in engineering, internal processes of implementation merged with quality assurance and external development processes mediated by the engineering profession. In medicine, the introduction and implementation of learning outcomes were mediated by prior experiences with problem‐based learning practices. During that process, learning outcomes became oriented towards professional identity and conformity to international quality standards. In that sense, learning outcomes could function as regulatory mechanisms sheltering medical education from outside interference rather than as a tool for structuring learning. Within the framework of learning outcomes, professional compliance with external scrutiny through the display of standards has become more important, but also more linked to the university as an organisational actor.  相似文献   

11.
Abstract

Chinese universities are increasingly entering into transnational higher education partnerships with institutions in primarily English-speaking countries. With this increase in programmes, there is a growing body of research investigating both policy and practice. Our study contributes insight into how students in a China–Australia programme experienced assessment drawing on theorisations of sustainable assessment. We present findings from interviews with 10 Chinese students who shared stories and reflections of their experiences of assessment and learning that reveal the complex ways students negotiated qualitatively different assessment experiences, while displaying sophisticated levels of agency, between Chinese and Australian universities. In making sense of the interviews in relation to sustainable assessment, we evoke notions of cultural ignorance to illuminate aspects of a cross-cultural ignorance in teaching and learning practices. In doing so, we argue that conversations about cultural ignorance combined with principles of sustainable assessment can create space to support partners to better plan and coordinate for meaningful assessment and learning experiences for students in cross-cultural articulation programmes.  相似文献   

12.
In the field of initial teacher training, portfolios are widely used to assess pre-service teachers' performance as well as the outcomes of university-based teacher preparation programmes. However, little is known about the explicit design of portfolio assessment mechanisms in teacher preparation programmes. Issues related to the design and validation of portfolios for pre-service teacher assessment are a critical area of inquiry for the field of initial teacher training. In this study, perspectives were elicited from school trainee teachers and faculty from a secondary teacher preparation programme to examine the relationships identified among core competencies of a portfolio assessment framework and pre-service candidate learning outcomes. Comparative findings are presented about the relationships identified by the trainee teachers and faculty across the secondary education programme's portfolio core competencies and trainee learning outcomes. A discussion of the findings is presented with implications and future directions highlighted.  相似文献   

13.
  相似文献   

14.
This study examined (1) differences in background, integrative/instrumental motivation, learning approach, leaning strategy and proficiency in second language (L2) and (2) the determinants of learning outcomes between Hong Kong and Mainland (Chinese) students. To achieve this, a questionnaire survey was distributed to 773 s language learners across four universities in Hong Kong and Mainland China to students in Bachelor of Education (English Language) programmes. The results showed that L2 proficiency was the strongest predictor of learning outcomes for Hong Kong and Mainland students, while integrative motivation was also a significant predictor of learning outcomes in both sample groups. In addition, instrumental motivation, deep approaches, and learning strategies were found to be significant predictors of learning outcomes for Mainland students. Mainland students demonstrated lower levels of motivation, learning approaches, learning strategies, L2 proficiency, as well as learning outcomes relative to Hong Kong students. Implications for curriculum design, classroom teaching and assessment, and future research are discussed in the paper.  相似文献   

15.
In this study, we analysed survey data from 386 third year undergraduate students on 14 programmes within three UK universities. The universities are characterised as teaching-focused or research-intensive: a ‘plate-glass’ and ‘red-brick’ research-intensive; and a ‘new’ teaching-intensive university. We used the Assessment Experience Questionnaire Version 4.0 (AEQ 4.0), designed to understand students’ perceptions of programme assessment environments. The AEQ contains scales constructed from theories about assessment, feedback and deep learning. We performed exploratory factor analysis on AEQ 4.0 and identified five salient domains: how students learn; quality of feedback; internalisation of standards; student effort; and formative assessment. These domains were compared across the three universities. Formative assessment was the weakest domain in all three university assessment environments, followed closely by students’ internalising standards. Students at the new teaching-focused university had significantly higher scores on scales about deep learning, student effort and the quality of feedback than students in the two research-intensives. Findings show that theories about the virtue of formative assessment have yet to play out in practice; and that the teaching-focused university seemed to be encouraging deeper approaches to learning through its feedback and assessment tasks.  相似文献   

16.
ABSTRACT

This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.  相似文献   

17.
Learning to be an artist or designer is a complex process of becoming. Much of the early phase of ‘learning to be’ occurs during the time emerging artists and designers are students in university art/design programmes, both undergraduate and postgraduate. Recent research reveals that a critical role in assisting students in their maturing identities as artists and designers is played by artist/designer‐academics teaching in university art and design programmes. By maintaining active art/design practices and drawing from these in their teaching, artist/designer‐academics model professional practice to students. Witnessing and interacting with such modelling is part of the process of students learning the shared discourses, views and practices of the art or design worlds to which they aspire to belong. The modelling of professional practice is critical to an artist or designer's ‘learning to be’ experience because it enables students to access the tacit and nuanced behaviours, languages and cultures that constitute contemporary art or design practice. This article outlines findings from a recent Australian study revealing the role of professional practice modelling in university art/design teaching. It highlights the centrality of professional practice modelling to artist/designer‐academics in their beliefs and approaches to teaching their academic disciplines. In critically exploring the research data and findings this article describes the role that modelling of practice plays and how it comprises a core part of the value that artist/designer‐academic participants contribute to the teaching of art/design education.  相似文献   

18.
Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for curriculum development and management, continuous improvement, and accreditation. To better understand how AOL processes operate, a national study of university practices across one discipline area, business and management, was undertaken. To solicit data on AOL practice, interviews were undertaken with a sample of business school representatives (n?=?25). Two key processes emerged: (1) mapping of graduate attributes and (2) collection of assurance data. External drivers such as professional accreditation and government legislation were the primary reasons for undertaking AOL outcomes but intrinsic motivators in relation to continuous improvement were also evident. The facilitation of academic commitment was achieved through an embedded approach to AOL by the majority of universities in the study. A sustainable and inclusive process of AOL was seen to support wider stakeholder engagement in the development of higher education learning outcomes.  相似文献   

19.
Higher education institutions are becoming increasingly accountable to stakeholders at many levels as the federal government, accrediting organizations, and the public place a stronger emphasis on student learning outcomes. Evidence of student learning that is comparable across institutions is of urgent demand. Various accountability initiatives such as the Voluntary System of Accountability (VSA) mark a milestone in the evaluation of instructional effectiveness of higher education using standardized outcomes assessment. Although the current accountability initiatives hold great potential in evaluating institutional effectiveness, some design and methodological issues need to be addressed before outcomes assessment can be best utilized. In this paper, I (a) review the need for outcomes assessment in higher education, (b) discuss the VSA initiative, (c) summarize the most prominent challenges facing outcomes assessment for accountability purposes, and (d) discuss future directions of research in advancing accountability assessment in higher education.  相似文献   

20.
In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号