title: Capability reconceptualized: Towards a landscape of practice approach in graduate employability

authors: Soltani, Behnam

subjects: Capability

abstract: To understand graduate employability, this paper uses a landscape of practice (LofP) lens, and methods including
narrative frames, observations, and interviews to interpret capability development and identity construction of
learners in a work-based learning masters program. It argues that learners enhance employability, capabilities,
and knowledge through mutual engagement in practices of their communities of practice (CofP). Furthermore, it showcases that this process is enacted through learners’ membership and negotiating boundaries of their community as they move from one community to another within their LofP. It then re-examines the definition of capability and argues that capability should be understood as a social construct through which individuals participate in the practices of their CofP and express knowledgeability of community norms and practices. It concludes that individuals build capabilities through a process involving problem solving, negotiation and learning, resilience, and reflection on their own and other members’ actions as they engage in interactions.

text: Capability reconceptualized: Towards a landscape of practice approach in graduate employability To understand graduate employability, this paper uses a landscape of practice (LofP) lens, and methods including
narrative frames, observations, and interviews to interpret capability development and identity construction of
learners in a work-based learning masters program. It argues that learners enhance employability, capabilities,
and knowledge through mutual engagement in practices of their communities of practice (CofP). Furthermore, it showcases that this process is enacted through learners’ membership and negotiating boundaries of their community as they move from one community to another within their LofP. It then re-examines the definition of capability and argues that capability should be understood as a social construct through which individuals participate in the practices of their CofP and express knowledgeability of community norms and practices. It concludes that individuals build capabilities through a process involving problem solving, negotiation and learning, resilience, and reflection on their own and other members’ actions as they engage in interactions.

year: 2024

title: Improving the research skills of the first-year accounting class by incorporating corporate annual report analysis into the classroom

authors: Low, Mary

subjects: accounting

abstract: This paper evaluates changes made to a first year compulsory accounting paper to transform its focus from the traditional “preparer” perspective to one that focuses on broader learning objectives from the “user” perspective with a particular emphasis on students’ understanding the organisational and social context of accounting. Integrated into this revised first year accounting curriculum were activities that promoted the skills deemed necessary in graduates by employers and the accounting profession; these include corporate annual report analysis and group case presentation activities that promoted leadership, interpersonal, presentation and communication skills.

text: Improving the research skills of the first-year accounting class by incorporating corporate annual report analysis into the classroom This paper evaluates changes made to a first year compulsory accounting paper to transform its focus from the traditional “preparer” perspective to one that focuses on broader learning objectives from the “user” perspective with a particular emphasis on students’ understanding the organisational and social context of accounting. Integrated into this revised first year accounting curriculum were activities that promoted the skills deemed necessary in graduates by employers and the accounting profession; these include corporate annual report analysis and group case presentation activities that promoted leadership, interpersonal, presentation and communication skills.

year: 2004-11

title: Te Whariki revisited: How approaches to assessment can make valued learning visible

authors: McLachlan, Claire

abstract: In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

text: Te Whariki revisited: How approaches to assessment can make valued learning visible In 2016, Te Whariki: He Whariki Matauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whariki) (Ministry of Education [MoE], 2017), New Zealand’s early childhood curriculum was updated for the first time in 20 years. Although the gazetted principles, strands and goals of the curriculum were not part of the update, the remainder of the curriculum was revised to meet the changing social and linguistic context, the revised national curriculum and associated documents, reviews of early childhood practice and relevant theory and research. The updated curriculum has reduced learning outcomes (from 118 to 20) and stronger guidance on the need for both informal and formal approaches to assessment to ensure children’s learning in each strand are assessed. This article reflects on the changes between the 1996 and 2017 version of the curriculum in relation to assessment and the rationale for the changes. Approaches to both ‘in the moment’ and planned assessment are explored and the usefulness of approaches which enable teachers to reflect on ‘discrepant data’ and support children’s learning in each strand are examined.

year: 2018