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高职院校校企合作共建校外实习基地的思考 总被引：1，自引：0，他引：1
校企合作共建校外实习基地已成为高职院校提高人才培养质量,提升办学和师资队伍建设水平的重要途径。目前,在高职院校校外实习基地建设与管理过程中遇到一些问题,如高职院校与企业追求的目标不同;学生职业技能培养与企业生产成本的矛盾;学生角色与员工角色的矛盾等。应从制度建设、教学团队建设、校企深度融合等方面入手开展校企合作,共建校外实习基地,达到人才培养的目标。 相似文献
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Gbolahan Gbadamosi Carl Evans Katherine Jones Mitchell Hickman Hannah Rudley 《Journal of Education & Work》2019,32(2):196-214
This paper explores the perceptions of degree students at two UK universities regarding their work placement and part-time working activities, to assess if the two activities converge. The research comprises three stages: interviews for preliminary exploration of students’ perceptions towards work placement and part-time work; interviews to examine how placement opportunities link with career aspirations; a survey of students who had completed a placement, and those currently on placement. Students acknowledged part-time working helped their placement activity, providing transferable skills beneficial to both study and career aspirations. A significant finding was with respect to time: the closer to the placement activity the data was collected, the stronger the impact of appreciating the value of placement. The paper therefore highlights the value of timing in the assessment of work placement. It also offers value for universities’ by providing insight into students’ perceptions regarding embedded external work activities that can enhance graduate employability and career prospects. 相似文献
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Merrelyn Bates 《高等教育研究与发展》2008,27(4):305-317
Higher education is under increasing pressure to re‐evaluate the place of practice in its programs and there are increasing demands for workplace‐based experiences to be built into undergraduate degrees. The paper reports on an extended responsive case study conducted in the School of Criminology and Criminal Justice at Griffith University between 1994 and 2004. The findings point towards a model that can be used to develop courses based around a set of key challenges that learners need to face, criteria for the university’s construction of worthwhile activities, and principles of procedure that are required in order to implement them. It is suggested that university curriculum planners should concentrate on a process model of teaching, learning and research rather than on the more traditional models that tend to treat knowledge as a commodity and emphasise its production, transmission and delivery. 相似文献
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Work placement experience: should I stay or should I go? 总被引：1，自引：1，他引：0
The opportunity to experience work placements that complement taught and practical courses in higher education has become a central strand of many undergraduate degree programmes. While there is tacit agreement that such placements are a good thing, in recent years the numbers of students opting for work placements has been declining. This paper uses a mixed method research design to probe the learning outcomes, attitudes and perceptions of undergraduate students who choose not to go on a work placement. Findings highlight some areas of concern that could be considered by institutions of higher education working to enhance good practice in students’ work placement experiences. 相似文献
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《师资教育杂志》2012,38(2):114-127
In a country like South Africa, as in many other countries around the world, there is an imperative to prepare student teachers for a wide variety of social contexts, as part of breaking the cycle of disadvantage for poor learners. This article explores the challenge of placing student teachers for their field experience in schools that differ greatly in terms of their social and educational conditions. Drawing on interviews with teacher educators at one university, the article argues that criteria for identifying suitable schools for Teaching Practice do not easily support placements in schools in difficult conditions. Conceptual models of teacher education are explored, with a view to developing a model that supports teacher preparation for diversity. Policy recommendations are offered to support the preparation of excellent teachers for all schooling contexts. 相似文献
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K. Allen J. Quinn S. Hollingworth A. Rose 《British Journal of Sociology of Education》2013,34(3):431-452
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed. 相似文献
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Ramiro Durán Martínez Gloria Gutiérrez Fernando Beltrán Llavador Fernando Martínez Abad 《Journal of Intercultural Communication Research》2016,45(4):338-354
Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly increased awareness, the knowledge and skills of the USAL group matched the results of NTU students and, whereas the scores of the attitude dimension towards the host country of NTU students did not increase significantly, those of USAL students decreased. 相似文献
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Denise Jackson David Rowbottom Sonia Ferns Diane McLaren 《Studies in Continuing Education》2017,39(1):35-51
This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N?=?112) and focus group sessions (N?=?17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector. 相似文献