ethanporcaro/eric-fulltext-meta huggingface dataset:
A Work-Integrated Learning (WIL) Framework to Develop Graduate Skills and Attributes in an Australian University's Accounting Program
Author: Leong, Raymond
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Accounting,Business Administration Education,Skill Development,Undergraduate Students,Curriculum Enrichment,Career Readiness,Business Skills,Cooperative Education,Experiential Learning,Integrated Activities,Curriculum Design,Curriculum Development,Curriculum Implementation

Universities are being placed under increasing pressure to produce employable work ready graduates who are able to cope in a rapidly changing work environment. This has resulted in universities offering their undergraduate students the opportunity to gain business acumen and real world experience by undertaking work-integrated learning (WIL) as part of their learning. This paper proposes a three stage framework to effectively embed WIL into an undergraduate accounting program. Through careful planning and implementation in three accounting courses, students are encouraged to build essential discipline knowledge and transferable generic skills like communication, teamwork and problem-solving. The WIL framework developed seeks to narrow the expectations gap between industry, academia and students. It supports the development of graduates who can respond to rapidly changing economic circumstances, making them more employable and adaptable at the workplace.
The Vulnerable Worker? A Labor Law Challenge for WIL and Work Experience
Author: Cameron, Craig
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Legislation,Work Experience Programs,Work Experience,Job Placement,Comparative Education,Employees,Definitions,Cost Effectiveness,Social Action,Compensation (Remuneration),Migration

The Fair Work Act (2009) in Australia deregulates &quot;work&quot; in work-integrated learning (WIL) by distinguishing &quot;vocational placement&quot; from &quot;employee&quot;. Following concerns about the legal position of WIL and work experience, the Fair Work Ombudsman (FWO) published a fact sheet and commenced a joint research project into unpaid work practices. Nevertheless, the student remains vulnerable to exploitation. This article examines, through the lenses of flexibility and worker protection, the labor regulation of WIL and work experience in Australia and the United States. In particular, the author argues that deregulation in Australia and the legal uncertainty surrounding work experience is inconsistent with the protective function of labor law. Drawing on this examination as well as Australian migration law, the author recommends that the Fair Work Act (2009) be amended to strengthen the criteria for &quot;vocational placement&quot; and to provide a definition of &quot;work experience&quot; in the interests of a balanced regulatory framework. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the Australian Collaborative Education Network Annual Conference 2012.]
Providing Research-Focused Work-Integrated Learning for High Achieving Science Undergraduates
Author: Papakonstantinou, Theo
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Science Education,High Achievement,Integrated Activities,Cooperative Education,Program Development,Program Implementation,Program Evaluation,School Business Relationship,Partnerships in Education,Student Placement,Student Research,Student Projects,Student Attitudes,Likert Scales,Supervisors,Participant Satisfaction,Experiential Learning,Foreign Countries,Mixed Methods Research

Work-integrated learning has become an integral part of many undergraduate and postgraduate degrees, both in Australia and internationally. Such programs vary in structure, timeframe and discipline type, with concomitant amounts of support, assessment and evaluation. Their value to students, industry partners and higher education institutions, while of considerable potential, depends on a range of factors including the level of resourcing (i.e. level of funding, involvement of a project coordinator, strength of communication among participants), how optimally matched students are to projects, and the use of evaluation and reflection tools to refine and improve them. This paper reports on the development, implementation and evaluation of an inaugural research-oriented WIL program for high-achieving science students at Monash University. The research-related nature of this WIL program has been of considerable value to students and industry partners. Further, it has established ongoing links between the University and industry partners, and provides a strong foundation for establishing a faculty coordinated WIL program.
Are Work-Integrated Learning (WIL) Students Better Equipped Psychologically for Work Post-Graduation than Their Non-Work-Integrated Learning Peers? Some Initial Findings from a UK University
Author: Purdie, Fiona
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Work Experience Programs,Career Readiness,Employment Potential,Psychological Patterns,Self Concept,Self Efficacy,Positive Attitudes,Study Skills,Student Motivation,Time Management,Student Participation,Goal Orientation,Work Experience,Questionnaires,Self Concept Measures,Learning Strategies,Statistical Analysis,Comparative Analysis

Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n = 716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students' confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force.
Exploring Cooperative Education Partnerships: A Case Study in Sport Tertiary Education
Author: Fleming, Jenny
Date: 2013-00-00
Type: Journal Articles
Subjects: Cooperative Education,Partnerships in Education,Case Studies,Postsecondary Education,Stakeholders,Etiology,Qualitative Research,College Athletics,Administrator Attitudes,Employer Attitudes,Student Attitudes,School Business Relationship,Organizational Theories,Physical Education,Undergraduate Study,Group Dynamics,Foreign Countries,Semi Structured Interviews

Cooperative education can be expressed in terms of a partnership between students, university and industry. A stakeholder-integrated approach to cooperative education involves formalized sustainable relationships between stakeholders. This study investigated the motives and determinants for the formation of cooperative education partnerships. Through a qualitative case study, the perceptions of cooperative education stakeholders were explored in the context of sport tertiary education. The students, industry and academics views supported multiple determinants such as reciprocity, efficiency, legitimacy and synergy as important in the formation of cooperative education partnerships. Interpersonal connections and individual factors also played a key role. However, for long-term viability the university and industry also need to consider strategic alignment rather than partnerships based on individual interests alone. Understanding the perceptions of the stakeholders involved in the partnership will contribute to improving the management and sustainability of sport cooperative education experiences for students, the university and industry. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the Australian Collaborative Education Network Annual Conference 2012.]
Mapping WIL Activities in the Curriculum to Develop Graduate Capabilities: A Case Study in Accounting
Author: Natoli, Riccardo
Date: 2013-00-00
Type: Journal Articles
Subjects: Accounting,Case Studies,Learning Activities,Curriculum Design,Capacity Building,Integrated Activities,Experiential Learning,Cooperative Education,Skill Development,Quality Assurance,Curriculum Enrichment,Fidelity,Alignment (Education),Academic Standards,Educational Change,Educational Policy,Content Analysis,Group Discussion,Instructor Coordinators,Behavioral Objectives,Business Administration Education,Foreign Countries

Big business continues to request universities to produce graduates who possess both technical and generic skills. Although work-integrated learning (WIL) programs can be used to develop these skills, WIL placements in Australia are undertaken by a minority of students. Perceiving a gap, one Australian university undertook a major WIL revamp to expand WIL offerings embedded within its courses. This required major organizational change that impacted significantly on curriculum design. From a quality assurance perspective, this paper provides an overview of a revised WIL program in the accounting discipline, and discusses the issues and challenges associated with the revised WIL program four years after its implementation. The findings demonstrate that the discipline area has not yet fully met the revamped WIL program as defined by university policy. Recommendations are provided that form a valuable learning tool for educational institutions considering embedding broadly defined WIL within their courses.
Internships: Tapping into China's Next Generation of Talent
Author: Rose, Philip
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Talent Development,Internship Programs,Context Effect,Educational Practices,Educational Development,Knowledge Economy,Labor Market,Personnel Selection,Recruitment,Education Work Relationship,Educational Demand,Educational Supply

At the current juncture of China's economic development, the mismatch between the supply of university graduates and contemporary organizations' staffing demands is becoming increasingly evident. Thus, student participation in internships and their use by organizations, as means to recruit and select graduate talent in China has undergone rapid expansion over the last three decades, to the point where today, as in many other national contexts, both interns and host organizations regard internships as a preferred pathway into entry-level professional positions. However, internships in China take place against a contextual backdrop which is generally regarded to be distinct from many other national contexts. Hence, this paper will situate the practice of internships relative to the Chinese context, and advocate the conceptualization internships, as a recruitment and selection tool capable of contributing towards addressing the contemporary staffing demands of organizations operating in China.
A Case Study of American and Chinese College Students' Motivation Differences in Online Learning Environment
Author: Zhao, Chunjuan
Date: 2016-00-00
Type: Journal Articles
Subjects: Case Studies,College Students,Student Attitudes,Student Motivation,Foreign Countries,Gender Differences,Student Employment,Online Courses,Marital Status,Cultural Differences,North Americans,Asians,Student Characteristics,Learning Motivation,Cross Cultural Studies,Student Surveys,Statistical Analysis

Motivating students has been a key challenge facing instructors in non-face-to-face instructional contexts. Existing researches into motivation in online learning environment have revealed that there are learning motivation differences among students from different cultural backgrounds. The purpose of this study is to identify whether American and Chinese online learners' motivation differ in online learning environment and what characteristics of learners could exert influence on their motivation. This study, based on a survey of 162 students from West Virginia University and 210 students from Fudan University, China, revealed that there was a significant learning motivation difference between American and Chinese online learners. And it was also found that online learners' learning motivation were affected by such learners' characteristics as gender, employment status and marital status.
Ethical Practice in Learning through Participation: Showcasing and Evaluating the PACE Ethical Practice Module
Author: Baker, Michaela
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,College Students,College Instruction,Teaching Methods,Curriculum Development,Foreign Countries,Participation,School Community Relationship,Community Involvement,Service Learning,Work Experience,Learning Modules,Program Evaluation,Student Surveys,Program Effectiveness

In 2008, Macquarie University instituted the Participation and Community Engagement (PACE) initiative. This initiative embeds units in the curriculum that involve learning through participation (LTP) that is mutually beneficial to the student, the University and the organisation or community in which student participation activities take place. Ethical practice is thus an integral part of this initiative. The issue of ethical practice in LTP &quot;has not been comprehensively addressed in the literature to date&quot; and warrants further examination. This paper discusses the development of the innovative PACE Ethical Practice Module to teach ethical practice in participation units. We evaluate the effectiveness of the Module using a mixed methodology and present preliminary findings on students' perceptions before and after their participation activity, and evaluations by academic convenors of participation units. We conclude by discussing the implications for future iterations of the Module and teaching ethics in PACE. [Papers included in this &quot;Asia-Pacific Journal of Cooperative Education&quot; (&quot;APJCE&quot;) Special Issue stem from selected manuscripts from the Australian Collaborative Education Network Annual Conference 2012.]
Engineering Education through the Latina Lens
Author: Villa, Elsa Q.
Date: 2016-00-00
Type: Journal Articles
Subjects: Engineering Education,Undergraduate Students,Hispanic American Students,Qualitative Research,Identification (Psychology),Computer Science Education,Social Theories,Learning Theories,Mexican Americans,Academic Persistence,Equal Education,Females,Gender Issues,Ethnicity,Sex Fairness,Interviews,Influences

Less than 20% of undergraduates earning a degree in engineering are women, and even more alarming is minority women earn a mere 3.1% of those degrees. This paper reports on a qualitative study examining Latinas' identity development toward and in undergraduate engineering and computer science studies using a sociocultural theory of learning. Three major themes emerged from the data analysis: 1) Engineering support clusters as affinity spaces contributing to development of engineering identities; 2) Mexican or Mexican-American family contributing to persistence in engineering; and 3) Equity in access to engineering education. Engineering support clusters and Mexican heritage family support were vital in developing and sustaining Latinas' engineering identity. Additionally, data supported the idea that Latinas at the research site experienced gender and ethnic equity in their access to engineering education. The authors call for a more gender-inclusive engineering education and situating education experiences in more effective learning approaches (i.e., critical thinking in community and cultural contexts), which deserves attention in order to move engineering away from a ubiquitous view of inflexibility regarding women in engineering.
Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania
Author: Malle, Abebe Yehualawork
Date: 2016-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Policy,Disabilities,Interviews,Specialists,Foreign Countries,Comparative Education,Focus Groups,Special Education,Educational Needs,Inclusion,Educational Legislation

This study examines the status of inclusiveness in the education and training policies of Ethiopia in comparison to those of selected East African countries. The focus is on vocational education in terms of the special educational and training needs of students with disabilities. Focus group discussions and interviews conducted in Kenya and Tanzania, relevant policy document analysis and the findings of Article 1 of the study were used as primary sources for the research. A total of 18 representatives of DPOs from Kenya and Tanzania participated in two sessions of focus group discussions, and 15 high-profile figures and experts from concerned government bodies of these study countries were interviewed. Most of the study participants agreed that the issue of disability was not adequately addressed in the education and training policies or the legal and implementation instruments of the study countries. The participants also proposed valuable recommendations.
The Levels of German Teacher Trainers Working in Turkey Regarding Reigeluth's Organizational Strategies
Author: Batdi, Veli
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Educators,Content Validity,Instructional Design,Likert Scales,Strategic Planning,Teaching Methods,Research Methodology,Questionnaires,Statistical Analysis,Nonparametric Statistics,Statistical Significance,Probability,Organizational Development,Organizational Objectives,Language Teachers,Second Language Instruction,Second Language Learning,Professional Development,Foreign Countries

The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth's organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers working in the seven regions of Turkey in the 2014-2015 academic year, the sample of the study comprised 53 German teacher trainers who were selected voluntarily accepted to participate in the study. Data were collected through &quot;Organizational Strategies of German Teacher Trainers Scale&quot; developed by the researchers. As the Content Validity Index value (0.92) was larger than the Content Validity Criterion value (0.56), the items were expressed to be meaningful. The findings revealed the participants to have a high level of organizational strategies. The results regarding the variables were as follows: a) Gender difference was mostly observed favoring the male teachers, b) geographic region difference frequently appeared favoring the Marmara and Black Sea Regions, c) seniority difference was seen favoring the 16-20 year range, d) graduated high school difference was mostly observed as a statistically insignificant variable. In-service training programs encompassing all the regions of Turkey were suggested to be designed regularly and systematically for professional development of foreign language teachers.
Celebrating 65 Years of a Dynamic Organization for School Librarians
Author: Woolls, Blanche
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarians,Library Associations,School Libraries,Library Science,Library Services,Library Role

The American Association of School Librarians (AASL) as an American Library Association division is sixty-five years young in 2016. This article describes the AASL as a division of the American Library Association (ALA). The author presents: (1) Early Days in ALA; (2) AASL as a Division; (3) AASL's Future; and (4) Commemorating the Past by Paying It Forward.
Achieving That Elusive &quot;Leadership Zone&quot;
Author: Martin, Ann M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarians,Library Skills,Library Services,School Libraries,Leadership,Leaders,Professional Associations,Library Associations,Library Administration,Leadership Effectiveness,Empowerment,Library Role

Reaching the &quot;leadership zone&quot; happens when librarians tap into the extraordinary skills lying within to overcome obstacles and transform sometimes-difficult situations into meaningful outcomes. Maturing into an experienced leader who stays in the leadership zone requires knowledge, training, and practice. This article provides tactical leadership tips to assist in developing school librarians as leaders who have the mental focus to guide their school library programs through today's changing environment. The following tips are presented: (1) Stay Connected to Your National Professional Association; (2) Articulate a Library Program Vision That Defines the Future; (3) Model the Skills and Practices of Effective Management; (4) Empower Others; and (5) Sharpen Job Skills.
AASL at 65: A Reflection on and Affirmation of Enduring Core Values that Sustain Us
Author: Ballard, Susan D.
Date: 2016-00-00
Type: Journal Articles
Subjects: Librarians,Library Associations,School Libraries,Library Science,Library Services,Library Role,Reflection,Values,Library Administration,Users (Information)

As the American Association of School Librarians (AASL) celebrates sixty-five years in 2016 as a division of the American Library Association (ALA), it is wholly appropriate to examine the life of the organization contemplating what the future holds for school librarians. It is important to understand the past and abiding certainty and steadfast adherence to a set of guiding principles, core values, and beliefs. This adherence to core values also explains why AASL is the standard-bearer and undisputed leader in the ongoing commitment to excellence in school librarianship and school library programs. This article presents and discusses: (1) What Are Professional Core Values?; (2) Core Values of Librarianship; and (3) Roots and Pioneers.
A Ten-Year Reflection
Author: Phillip, Cyndi
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflection,Librarians,Library Associations,School Libraries,Library Science,Library Services,Library Role,Library Administration,Web Sites,Library Education

Five initiatives launched during Cyndi Phillip's term as American Association of School Librarians (AASL) President (2006-2007) continue to have an impact on school librarians ten years later. They include the rewriting of AASL's learning standards, introduction of the SKILLS Act, the presentation of the Crystal Apple Award to Scholastic Library Publishing for their first &quot;School Libraries Work&quot; reports, revitalizing School Library Month, and establishing the AASL Best Websites for teaching and Learning Committee. AASL is a vibrant and evolving association that works to meet the needs of its members in the present as well as into the future. Reflecting on how the above five activities from Philips' presidential year have evolved and remained relevant through the past ten years, Philips writes that she is amazed, and excited to see what the next ten years will bring.