title: Learning engineering: Experiences and opinions of learning to become an engineer

authors: Robertson, Nigel

subjects: Assessment

abstract: This paper reports on an ongoing study in a School of Engineering, investigating learning needs and expectations of students from their own perspectives; and how students perceive different forms of learning and assessment. Students sit at the nexus of learning, teaching, and assessment in education. Understanding the student experience of these elements as they develop as engineers can identify areas for improvement in, for instance, course design, student support, and teaching approaches. The insights gained are informing teaching and learning reforms within the School.

A mixed methods approach collected data with an online questionnaire and semi-structured individual interviews. Grounded Theory methodology is being used to build understanding from the qualitative data and generate further questions. A number of major themes were identified in the data, but one of these – “Relevance” – is cross-cutting and surfaces in relation to assessment, content, teaching, and purpose. Three key findings are that students want: assessment that is practical and relevant; learning that is relevant to their future; and teaching that is interactive and engaging. Students also value personal and interpersonal skills (often termed ‘soft skills’), and they believe these skills will be of key importance when they graduate. They identify design and project based learning as central to the development of these skills.

text: Learning engineering: Experiences and opinions of learning to become an engineer This paper reports on an ongoing study in a School of Engineering, investigating learning needs and expectations of students from their own perspectives; and how students perceive different forms of learning and assessment. Students sit at the nexus of learning, teaching, and assessment in education. Understanding the student experience of these elements as they develop as engineers can identify areas for improvement in, for instance, course design, student support, and teaching approaches. The insights gained are informing teaching and learning reforms within the School.

A mixed methods approach collected data with an online questionnaire and semi-structured individual interviews. Grounded Theory methodology is being used to build understanding from the qualitative data and generate further questions. A number of major themes were identified in the data, but one of these – “Relevance” – is cross-cutting and surfaces in relation to assessment, content, teaching, and purpose. Three key findings are that students want: assessment that is practical and relevant; learning that is relevant to their future; and teaching that is interactive and engaging. Students also value personal and interpersonal skills (often termed ‘soft skills’), and they believe these skills will be of key importance when they graduate. They identify design and project based learning as central to the development of these skills.

year: 2019

title: Political connections, guanxi and adoption of CSR policies in the Chinese hotel industry: Is there a link?

authors: Gu, Huimin

subjects: China

abstract: This research note examines the existence of a potential relationship between the political connections possessed by senior Chinese hotel managers and their adoption of corporate socially responsible (CSR) policies in the Chinese hotel industry. Given (a) China's Green Hotel policy and (b) a broader context where, it is argued political connections and guanxi are a means by which the State seeks to advance desired economic reforms and counter corruption practice, it is suggested that those hotels with better political connections may show evidence of higher levels of awareness and adoption of CSR policies. The data are derived from a usable sample of 404 senior hotel managers. The findings show a positive relationship between the variables of 'political connectedness' and 'CSR adoption' in areas relating to environmental and philanthropic action, but less of a relationship in other CSR areas such as human resource management and guest relationships. The implications for future research are discussed.

text: Political connections, guanxi and adoption of CSR policies in the Chinese hotel industry: Is there a link? This research note examines the existence of a potential relationship between the political connections possessed by senior Chinese hotel managers and their adoption of corporate socially responsible (CSR) policies in the Chinese hotel industry. Given (a) China's Green Hotel policy and (b) a broader context where, it is argued political connections and guanxi are a means by which the State seeks to advance desired economic reforms and counter corruption practice, it is suggested that those hotels with better political connections may show evidence of higher levels of awareness and adoption of CSR policies. The data are derived from a usable sample of 404 senior hotel managers. The findings show a positive relationship between the variables of 'political connectedness' and 'CSR adoption' in areas relating to environmental and philanthropic action, but less of a relationship in other CSR areas such as human resource management and guest relationships. The implications for future research are discussed.

year: 2013

title: Te tātari i te kaupapa

authors: Ka'ai, Tānia M.

abstract: The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

text: Te tātari i te kaupapa The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

year: 1995