ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing an Interdisciplinary Student Centric Approach to Work-Integrated Learning
Author: Marchioro, Gary
Date: 2014-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Program Implementation,Business Administration Education,Student Centered Curriculum,Student Projects,Performance Based Assessment,Learning Strategies,Feedback (Response),Experiential Learning,Case Method (Teaching Technique),Marketing,Urban Planning,Business Communication

This paper describes the implementation of an innovative approach to work-integrated learning using interdisciplinary projects within a university Faculty of Business. Further, it discusses the implementation of integrated and authentic assessments involving academic units in the marketing, urban planning and business communication disciplines. The authors reflect on issues involved with the introduction of interdisciplinary teaching and learning strategies, representing a shift from traditional silo approaches in tertiary education. The paper considers how a student-centered learning approach can support innovation in higher education. It highlights the importance of providing students with an integrated, &quot;in situ&quot; approach to learning within the context of their own learning institution. The paper concludes by asserting that universities can provide business students with authentic and relevant business problems, the opportunity to access the resources of the university and engage with staff and students across a range of disciplines to facilitate a project-based learning environment on-campus.
Exploring the Role and Skill Set of Physiotherapy Clinical Educators in Work-Integrated Learning
Author: Edgar, Susan
Date: 2014-00-00
Type: Journal Articles
Subjects: Workplace Learning,Physical Therapy,Allied Health Occupations Education,Clinical Teaching (Health Professions),Focus Groups,College Faculty,Teacher Role,Teaching Skills,Barriers,Student Needs,Teacher Education,Foreign Countries

Clinical educators are under increasing pressures in the workplace to provide quality education of healthcare students within varying supervision frameworks. Along with facilitating the teaching of clinical skills, clinical educators play a support role for students and so require more than expert clinical abilities in their vital position linking institutions and the healthcare environment. Twelve physiotherapy clinical educators attended one of two focus groups exploring their opinions on the role and skill set of clinical educators in work-integrated learning (WIL). Clinical educators described their role, their skills, challenges they faced supporting the needs of students, as well as future training requirements. The focus group results highlighted the important role of soft skills in the clinical educator role. The development of this skill set is essential to ensure quality supervision through optimal interactions between clinical educators and students in WIL.
Exploring Hope, Self-Efficacy, Procrastination, and Study Skills between Cooperative and Non-Cooperative Education Students
Author: Drysdale, Maureen T. B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Education,Undergraduate Students,Psychological Characteristics,Self Efficacy,Time Management,Study Skills,Student Surveys,Gender Differences,Statistical Analysis,Multivariate Analysis,Intellectual Disciplines,Foreign Countries

The aim of this study was to examine the relationship between participation in cooperative education, and several psychological constructs believed to be related to success in both academic and professional settings. Participants, undergraduate cooperative (n = 1224) and non-cooperative education (n = 746) students in all years of study and from several academic faculties, completed a survey measuring the psychological constructs of hope, self-efficacy, procrastination, and study-skills. Results indicated significant differences in several study skill characteristics as a function of co-op, gender, and faculty. No significant differences emerged between co-op and non-co-op students on the hope, self-efficacy, or procrastination scales. Implications and recommendations for future research are discussed.
Technical and Vocational Education Stakeholders' Perceptions on Professional Skills Acquired in Private &quot;Brevet De Technicien Supérieur (BTS)&quot; Schools in Togo
Author: Adjrah, Yao
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Private Colleges,College Curriculum,Stakeholders,Job Skills,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Employer Attitudes,College Students,College Graduates,College Faculty,Program Effectiveness,Educational Quality

This study intends to analyze formal and implemented BTS curricula in Lomé (Togo). Data collection was achieved by means of questionnaires and interviews for exploring, in five private BTS schools, the perceptions of students, teachers and pedagogical directors, as well as the views of employed BTS graduates and their employers, regarding the quality and effectiveness of BTS programs. Results indicated that most curricula for BTS training were imported from foreign educational systems and implemented without any sectorial study regarding the needs of the labor market. This dysfunction was revealed through the degree of dissatisfaction expressed by the stakeholders surveyed. Our findings showed a lack of confidence in the quality of current BTS training programs by both the professional milieu and the students and employed graduates. In addition, the weak partnership existing between firms and BTS schools leads to difficulties in the finding, organizing and monitoring of internships.
The Value of Workplace Learning in the First Year for University Students from Under-Represented Groups
Author: McEwen, Celina
Date: 2014-00-00
Type: Journal Articles
Subjects: Workplace Learning,College Freshmen,Disproportionate Representation,Questionnaires,Student Experience,School Holding Power,Student Satisfaction,Foreign Countries,Qualitative Research,Semi Structured Interviews

Workplace learning (WPL) is widely accepted in universities as a valuable component of educating for professional practices. Most often though, the focus of WPL is on helping students transition into the workforce, neglecting the role it can play in helping students transition into university. Using an online questionnaire and interviews, a study was conducted with undergraduate students enrolled in a regional Australian university to better understand their experiences of WPL in the first year of their studies. Findings from this study showed that although there are challenges associated with students undertaking WPL in the first year of university courses, WPL experiences were highly valued by students. Findings also highlighted that WPL had potential as a retention strategy for first year students in general, and students from under-represented groups in particular.
Learner Perspectives on Online Assessments as a Mechanism to Engage in Reflective Practice
Author: Sheridan, Lynnaire
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Evaluation,Methods,Student Evaluation,Reflection,Learner Engagement,Online Surveys,Foreign Countries,College Students,Business Administration Education,Work Environment,Student Journals,Qualitative Research,Questionnaires,Computer Assisted Testing

Reflective practice is an important lifelong skill for business professionals. In the work integrated learning (WIL) curriculum, supporting interns' development of reflective practice is critical to their experience in WIL as well as their transition into professional practice. The purpose of this paper is to explore students' perceptions on the use of online assessments for engagement in reflective practice as they undertake internships as part of WIL. The findings demonstrate online assessment as commensurate with facilitating reflection-on-action. Students report on the benefits of the online environment for enabling accessible and flexible engagement with assessments. The online assessments are endorsed as critical learning opportunities for students to iteratively look back on their actions to consider or record improvements as well as to &quot;practise reflective practice&quot;. Although few students found online reflective assessments constrained social learning, we argue that a balance between face-to-face and online learning is essential to supporting learners in dispersed contexts in WIL.
Service-Learning Research: Definitional Challenges and Complexities
Author: Chong, Cho See
Date: 2014-00-00
Type: Journal Articles
Subjects: Service Learning,Educational Research,Definitions,Misconceptions,Literature Reviews,Holistic Approach,Difficulty Level,Ambiguity (Semantics)

This article highlights some of the challenges a researcher has to confront when conducting a study on the impacts of service-learning. A review of the literature has revealed that the term &quot;service-learning&quot; has been variously defined and is often misunderstood. This confusion is exacerbated by the inconsistencies in the way service-learning is interpreted and implemented. The aim of discussing the difficulties associated with the research is premised upon the belief that to gain deeper insights and understanding of a field as perplexing and multifaceted as service-learning, one is required not only to acknowledge its complexities but also be willing to deal with them. The article concludes by reiterating what many researchers of this field had suggested, that is, the importance of adopting a holistic approach and the necessity to address various mediating factors, if one is to capture a more accurate and complete picture of how service-learning impacts students.
How Often Do They Change Their Minds and Does Work-Integrated Learning Play a Role? An Examination of &quot;Major Changers&quot; and Career Certainty in Higher Education
Author: Drysdale, Maureen T. B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Integrated Activities,Workplace Learning,Online Surveys,Questionnaires,Career Choice,Majors (Students),Cooperative Education,College Students,Foreign Countries,Career Planning,Research Universities,Statistical Analysis,Careers

This project examined the role of cooperative education (co-op) in changing majors and career certainty in Canadian university students. Career certainty scores were collected using an online questionnaire from students in both cooperative education and non-cooperative education. The frequency with which students changed their major and their reasons for doing so were also collected. Results revealed that while non-co-op students changed their major significantly more often than their non-co-op peers, they did not differ in terms of career certainty. The two primary reasons cited by non-co-op students for changing majors were interest and impact on career. It is recommended that future research expand on this study to determine if the practical experience gained from co-op provides students with the real world practice they need to connect their classroom learning to their chosen career. Implications for the findings are discussed.
Flipping the Academy: Is Learning from outside the Classroom Turning the University Inside Out?
Author: Helyer, Ruth
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Experiential Learning,Technology Uses in Education,Educational Technology,Blended Learning,Video Technology,Homework,Foreign Countries,Qualitative Research,Statistical Analysis,Surveys,Semi Structured Interviews,College Students,Informal Education,Online Courses,Large Group Instruction

This paper explores the idea that the variety of approaches to experiential learning, and the diversity of ways in which learning is accessed and facilitated, is contributing to the conventional world of the university being turned upside-down. Work-based and experiential learning acknowledge learning derived from outside the classroom; similarly, but differently, the flipped classroom encourages learning to take place elsewhere. This paper examines whether changes to the traditional locus of higher education delivery and to the production, storage and dissemination of knowledge represent philosophical challenges to the status of the university itself. To make formative connections between learning that is taking place through work, experiential and flipped learning, a small-scale research study was undertaken across two English universities. Drawing on both quantitative and qualitative data derived from desk-based research, electronic survey and semi-structured interviews, the paper demonstrates a range of understandings and applications of experiential learning.
Exploring Conditions for Transformative Learning in Work-Integrated Education
Author: McRae, Norah
Date: 2015-00-00
Type: Journal Articles
Subjects: Transformative Learning,Work Experience Programs,Outcomes of Education,Social Environment,Cultural Context,Qualitative Research,Cooperative Learning,Supervisors,School Business Relationship,Undergraduate Students,Case Studies,Interviews,Reflection,Educational Innovation,Work Environment

A qualitative study was undertaken that explored the conditions for transformative learning in cooperative education as a form of work-integrated learning (WIL), towards the development of a theoretical model. Four case studies were analyzed based on interviews with WIL students, supervisors and their co-op coordinator. The findings revealed that the enablers most involved in contributing to transformative learning were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Furthermore, the integration of these transformative outcomes into the WIL academic program or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment. The implications of these findings are that WIL theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes, time and creating a positive emotional space to support the critical reflection necessary for transformative learning outcomes. Furthermore, adopting a view of WIL as an interaction between two systems opens up possibilities for innovation and renewal in our WIL programs and workplaces.
The Impact of an Authentic, Simulated Learning Activity on Student Preparedness for Work-Integrated Learning
Author: Nicola-Richmond, Kelli
Date: 2016-00-00
Type: Journal Articles
Subjects: Occupational Therapy,Learning Activities,Learning Experience,Simulation,Experiential Learning,Basic Skills,Likert Scales,Student Surveys,Student Attitudes,Instructional Effectiveness,College Freshmen,Questionnaires,Teaching Methods,Foreign Countries

Student preparation for work-integrated learning using simulated learning experiences is an under researched field in occupational therapy. In 2013 the Deakin University occupational therapy degree introduced a simulated learning experience for students aimed at preparing them for work-integrated learning experiences. The session gave students an opportunity to practice fundamental skills of the discipline. A Likert scale survey was written and critically reviewed by the authors. Students rated the extent to which they felt that they could communicate effectively, build rapport, safely transfer clients, apply occupational health and safety principles and write case notes, prior to and after participation in the simulated learning experience. A statistically significant improvement was found for all outcomes measured. Students also reported improved confidence and valued opportunities to practice and receive feedback on skills. The results demonstrate that participation in a simulated learning activity improves confidence and skills in a range of areas that are relevant to work-integrated learning placement.
Supporting Student Development through a Cooperative Education Coaching Program
Author: Armstrong, Lisa
Date: 2015-00-00
Type: Journal Articles
Subjects: Student Development,Cooperative Education,Coaching (Performance),Professional Identity,Pharmacy,Intervention,Control Groups,Experimental Groups,Self Evaluation (Individuals),Longitudinal Studies,Feedback (Response),Professional Development,Workplace Learning,Pharmaceutical Education,Program Effectiveness,Capacity Building,College Students,Foreign Countries

Uptake of new scopes of practice by pharmacists has been slow and inconsistent, which the literature suggests may be related to disconnects between pharmacists' established professional identities and the identities needed to adopt these new practices. This study evaluated the use of coaches to help pharmacy students during their cooperative education work terms develop professional identities more aligned with the new scopes of practice. In this longitudinal cross sectional survey, trained pharmacist coaches met individually and in groups with students in the intervention arm of the study. Students and coaches in the intervention arm completed reflective questions and student intervention and control groups completed a self-assessment survey. Reflective comments indicated that both students and coaches identified student gains in career and professional planning, workplace navigation skills, ability to reflect on professional development topics, and contextualizing classroom learning within practice. Work-integrated learning combined with coaching can contribute to students' career and professional identity development.
Beyond Regular Employment Contexts: The Transferability of Pay, Satisfaction and Performance Linkages to Internships
Author: Rose, Philip
Date: 2015-00-00
Type: Journal Articles
Subjects: Internship Programs,Program Effectiveness,Wages,Supervisors,Job Performance,Undergraduate Students,Student Satisfaction,Hypothesis Testing,Foreign Countries,Business Administration Education,Student Surveys,Likert Scales,Structural Equation Models,Employment

Internship participation has undergone rapid expansion over the last three decades, to the point where today many interns and host organizations regard internships as the preferred pathway into entry-level professional positions. However, organizational research has largely neglected the investigation of internships as an employment context, thus a majority of established predictive relationships in the workplace remain untested within the context of internships, including, fundamental workplace causal relationships between pay, performance and satisfaction. This study collected data at three time intervals from 303 intern-supervisor matched pairs (n = 606), to establish the transferability of these relationships to the unique employment setting of internships. Findings indicated that although payment level influenced intern satisfaction it did not play a significant role in influencing interns' in-role performance, whereas internship satisfaction did positively impact intern performance.
Analyzing Student and Employer Satisfaction with Cooperative Education through Multiple Data Sources
Author: Jiang, Yuheng Helen
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Education,Undergraduate Students,Student Satisfaction,Employer Attitudes,Student Placement,Work Experience Programs,Workplace Learning,Program Evaluation,Engineering Education,Foreign Countries,Leadership,Hypothesis Testing,Skill Development,Work Experience,Scores,Study Abroad

This paper reports on the analysis of three years research of undergraduate cooperative work term postings and employer and employee evaluations. The objective of the analysis was to determine the factors affecting student and employer success and satisfaction with the work-integrated learning experience. It was found that students performed better and found co-op placements with an increasing emphasis on leadership in their senior years; however, students rated their first employer the highest. Furthermore, senior students were more successful than junior students in work placements abroad, and extended work terms at the same employer did not increase student satisfaction.
Enhancing Students' Self-Efficacy in Making Positive Career Decisions
Author: Reddan, Gregory
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Efficacy,Decision Making,Career Choice,Career Development,Work Experience Programs,Workshops,Self Concept Measures,Vocational Maturity,Questionnaires,Likert Scales,Pretests Posttests,Scores,Occupational Information,Goal Orientation,Career Planning,Problem Solving,Employment Potential,Knowledge Level,Case Studies,Learning Activities

Field Project A is an elective course in the Bachelor of Exercise Science program at Griffith University and includes elements of both career development learning and work-integrated learning. This paper aims to determine the effects of the learning activities and assessment items developed for the course on students' self-efficacy in making positive career decisions. Prior to commencing a work experience placement, workshops were conducted based on the SOAR model (Kumar, 2007), including activities related to the development of the first three phases of the model--self-awareness, opportunity awareness and aspirations. The career decision self-efficacy scale (CDSS) and a questionnaire were administered prior to and on completion of the course. Comparison of scores demonstrated significant differences in relation to students' confidence in self-appraisal, occupational information, goal selection, planning and problem-solving. Students perceived the course increased their awareness of personal strengths and weaknesses related to employability and their knowledge of specific occupations.
The Australian Collaborative Education Network Student Scholarship for Work-Integrated Learning 2010-2014
Author: Moore, Keri
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Work Experience Programs,Scholarships,Experiential Learning,Barriers,Student Costs,Access to Education,Equal Education,Mixed Methods Research,Student Placement,Educational Benefits,Travel,Housing,Food,Clothing,Equipment,Income,Relocation,Required Courses,Geographic Location,Transportation,Child Care

The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same time the Australian Federal Government's review of base funding has recommended a detailed assessment of the costs of providing student placements across all disciplines - in particular health and education. Data collected from over a thousand Australian Collaborative Education Network (ACEN) student scholarship applicants indicate travel, accommodation, food, clothing, equipment and loss of income are of major concern especially for students on mandatory, lengthy placements involving relocation. We present a range of data from the five-years of the scholarship to inform discussion of costs from the student perspective which highlighted major concerns. The implications for ACEN are described and recommendations made to improve practice.