ethanporcaro/eric-fulltext-meta huggingface dataset:
International WIL Placements: Their Influence on Student Professional Development, Personal Growth and Cultural Competence
Author: Gribble, Nigel
Date: 2014-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Competence,Work Experience,Student Development,Study Abroad,Foreign Countries,Cultural Awareness,Service Learning,Student Journals,Professional Development,Individual Development,College Students,Content Analysis

In the increasingly global world, skills in cultural competence now form part of the minimum standards of practice required for allied health professionals. During an international work-integrated learning (WIL) placement, allied health students' cultural competence is expected to be enhanced. The present study scrutinized reflective journals of students who completed an international WIL placement to identify themes related to student learning. A retrospective content analysis identified three core themes with sub-themes: &quot;Cultural Competence with three subthemes: cultural egocentricity and cultural adjustment, cultural conflict in dealing with disability (not resolved over time) and, communication and language barriers; &quot;Professional Development&quot; with two subthemes: the evolution of evaluating success and impact on future practice, and &quot;Personal Growth&quot; with two subthemes: newfound reality--constant self-discovery and social responsibility. These themes provide guidance for academics in preparing students beforehand and the reflections during international WIL placements.
Feedback on Student Performance in the Workplace: The Role of Workplace Supervisors
Author: Peach, Deborah
Date: 2014-00-00
Type: Journal Articles
Subjects: Feedback (Response),Work Experience Programs,Workplace Learning,Student Evaluation,Supervisors,Formative Evaluation,Definitions,Case Studies,Engineering,Urban Planning,Industry,Self Evaluation (Individuals),Stakeholders,Skill Development,Job Skills,Quality Assurance,Supervisor Supervisee Relationship

This chapter highlights the importance of feedback in work-integrated learning (WIL), the key role of workplace supervisors, and the importance of continuous improvement in systems to support feedback processes. The paper proposes a definition of feedback and formative feedback, as well as approaches for providing industry feedback in WIL. It further reports on a case analysis based on workplace supervisors providing feedback to students in engineering and urban development, yielding certain insights into student performance in the workplace, and more importantly, highlighting the need to enhance the use of feedback processes. This is required in a context where delivering feedback in WIL is generally acknowledged to be complex, and where the role of the industry supervisor in appraising the performance of the student in the workplace needs to be very clearly defined in order for supervisors' feedback to have optimal impact. Feedback in WIL is set against the backdrop of recognizing the importance and complexity of stakeholder engagement in WIL in general, and the intricacy associated with the provision of feedback from industry supervisors in particular. Student self-assessment is briefly considered as a further dimension of their participation in providing feedback on their own performance in the workplace.
Community-Based Service-Learning: Partnerships of Reciprocal Exchange?
Author: Hammersley, Laura
Date: 2012-00-00
Type: Journal Articles
Subjects: Service Learning,Experiential Learning,Educational Benefits,Partnerships in Education,School Community Relationship,Community Development,Ideology,Politics of Education,Educational Research,Global Approach,Social Exchange Theory

Community-based service-learning (CBSL) integrates experiential learning and academic goals with organized activities designed to meet the objectives of community partners. CBSL has potential to enhance (1) academic learning, (2) foster civic responsibility, (3) develop life skills and (4) transform student attitudes. However, little research supports claims that benefits are mutual amongst host counterparts. A lack of empirical research into community partner conceptualizations of best practice approaches and impacts, reflects a uni-dimensional understanding of the mutuality of programs, and fails to challenge dominant power relations embedded in traditionally uneven partnerships. It remains problematic to engage with service-learning without considering neocolonialist ideologies underpinning the ways community service, international development, and volunteering are defined and practiced. Drawing on development discourse, this paper first demonstrates how intertwined CBSL is with contemporary development agendas; second, brings attention to the absence of partner perspectives and involvement within CBSL studies; and third, outlines a CBSL research agenda. [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.]
Evaluating the Development of Science Research Skills in Work-Integrated Learning through the Use of Workplace Science Tools
Author: McCurdy, Susan M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Skills,Scientific Research,Work Experience,Semi Structured Interviews,Graduate Students,Undergraduate Students,Comparative Analysis,Scientific Concepts,Science Process Skills,Skill Development,Foreign Countries

Concept understanding, the development of analytical skills and a research mind set are explored through the use of academic tools common in a tertiary science education and relevant work-integrated learning (WIL) experiences. The use and development of the tools; laboratory book, technical report, and literature review are examined by way of semi-structured interviews with graduate students, and comparing undergraduate students who had completed science work placements and those who had not. Students who had experienced work placements developed a professional and sophisticated understanding of the use of the tools, science concepts and the research process prior to graduating, hence were better prepared for graduate study or moving onto a professional science arena. Non-WIL graduate students also developed these skills, but after they had already embarked on research degrees. This research shows that academic tools specific to science workplaces can uncover discrepancies between what science research skills students have at tertiary level, and what is required of them in a professional situation.
The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes
Author: Jackson, Denise
Date: 2013-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Undergraduate Students,Employment Potential,Job Skills,Outcomes of Education,Cooperative Education,Skill Development,Student Surveys,Foreign Countries,Student Improvement,Student Characteristics,Demography,Time on Task,Educational Benefits,Job Placement,Statistical Analysis

WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes, such as team-work, communication, self-management and problem solving, employment prospects and student understanding of the world-of-work. This paper investigates the role of WIL in improving undergraduate employability skills; gauging its impact on a range of skills; and identifying variations in outcomes for certain demographic, study background and placement characteristics using survey data from 131 WIL students in an Australian university. Results indicate a significant improvement in undergraduates' perceived ability to perform all ten employability skills following placement. Study background and demographic characteristics produced minor variations in skill outcomes, both in general and specific to the completed placement. The number of hours completed in the workplace was of particular importance. Implications for placement design are discussed.
Problem-Based Service Learning with a Heart: Organizational and Student Expectations and Experiences in a Postgraduate Not-for-Profit Workshop Event
Author: McDonald, Sharyn
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Problem Based Learning,Service Learning,Expectation,Student Experience,Graduate Students,Workshops,Experiential Learning,Nonprofit Organizations,Student Attitudes,Stakeholders,Semi Structured Interviews,Educational Benefits,Mixed Methods Research,Skill Development,Thinking Skills,Problem Solving,Student Development,Communication Skills,Citizenship,Relevance (Education),Entrepreneurship

Service learning and problem-based learning (PBL) are distinct, yet related educational approaches. When collaborative learning events which encourage the application of the PBL principles to real world challenges faced by Not-For-Profit organizations (NFPs), these learning approaches become potentially synergistic. However, there is limited research exploring expectations and experiences of NFP stakeholders and students involved in such events. By interviewing a sample of stakeholders in relation to an experiential NFP-focused workshop initiative, it was revealed that while tangible benefits were identified by both parties, opportunities exist to optimize the design, management, marketing and learning benefits of future initiatives. These opportunities centre on closer collaboration with NFPs to clarify and manage expectations, as well as encouraging practicality and applicability in ideas generation. This research provides insights into the challenges and benefits of the service learning/PBL interface when directed towards the NFP sector.
Vocational Education and Training Programs (VET): An Asian Perspective
Author: Agrawal, Tushar
Date: 2013-00-00
Type: Journal Articles
Subjects: Vocational Education,Educational Development,Educational Practices,Barriers,Profiles,Skill Development,Labor Market,Foreign Countries

This paper makes an attempt to provide a review on challenges, outcomes and present situation in vocational education and training (VET) programs in some Asian countries. Various country-specific studies indicate that the VET system has not responded very well in the South Asian region. The VET stream is quite small. Despite there being a growing demand for a skilled labor force, the labor market outcomes of those who have followed the vocational path are not good. However, the governments are giving full attention to making the VET system robust in these countries. Various new policy initiatives have been undertaken by the governments in recent years.
Critical Assessment Issues in Work-Integrated Learning
Author: Ferns, Sonia
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Education,Experiential Learning,Educational Quality,Student Evaluation,Evaluation Methods,Evaluation Needs,Student Placement,Outcome Measures,Test Reliability,Test Validity,Educational Policy,Feedback (Response),Educational Practices,Portfolio Assessment,Academic Standards,Workplace Learning

Assessment has long been a contentious issue in work-integrated learning (WIL) and cooperative education. Despite assessment being central to the integrity and accountability of a university and long-standing theories around best practice in assessment, enacting quality assessment practices has proven to be more difficult. Authors in this special issue on assessment highlight the need for balanced assessment approaches that reflect the highly variable experiences students encounter, and the need to keep validity and reliability paramount when constructing assessment structures. Increasingly quality and standards policies driven by more regulatory university environments are impacting on the design of assessment profiles. The value of workplace supervisors' feedback in WIL contexts is discussed and the challenges of measuring the nuances of unpredictable, context-dependent WIL outcomes are explored. The benefits of ePorftolios are advocated and the use of these platforms as assessment tools that enable a creative way for students to provide evidence of employability capabilities highlighted.
Market Tested Business Education: Corporate Sector Perceptions of Saudi Graduates Competencies
Author: Iqbal, Adnan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Analysis,Job Skills,Teacher Attitudes,Employer Attitudes,Comparative Analysis,College Outcomes Assessment,Minimum Competencies,Entry Workers,School Business Relationship,Skill Development,Relevance (Education),School Role,Educational Quality,Structured Interviews,Employment Patterns,Business Skills,Interpersonal Competence,Qualitative Research

University-industry collaboration patterns in more advanced economies have greatly impacted expectations for higher educational systems in developing countries. In Saudi Arabia, generally poor innovation performance of domestic industry has been perceived as a constraint in global competitiveness. The purpose of this study was to determine if there were differences among employers, and university academicians on their perceptions of the importance of skills and competencies that are needed by graduates seeking entry-level employment. The results suggest that a lack of efficient direct mechanisms to encourage university-industry collaboration has given rise to large disparities in the ability of individual institutions to interface with the corporate sector. This study found that there is vital need of soft skill development in the future graduates. Moreover, students need to be exposed to service-learning concepts. The service-learning projects should be incorporated in all the courses.
Leveraging Work-Integrated Learning through On-Campus Employment: A University-Wide Approach
Author: Mitchell, Gaon
Date: 2013-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Student Employment,College Students,Foreign Countries,Education Work Relationship,Program Evaluation,College Credits,Learner Engagement,Compensation (Remuneration),Skill Development,Competence,Workplace Learning,Part Time Employment

At Victoria University, Melbourne, Australia, the majority of students engage in paid employment alongside their studies; and, every student has the opportunity to engage with work-integrated learning as a key component of their academic course. This paper explores an innovative structured approach the university has initiated to align these two activities: the &quot;Students as Staff Program.&quot; The 2011 Students as Staff evaluation found that 20 per cent of respondents received academic credit for their on-campus employment and more indicated their roles were related to their discipline of study. Additionally, respondents reported feeling significantly engaged with the university and that work on campus had contributed to developing their graduate capabilities. These evaluation results indicate that on-campus employment through a structured program enhances student learning outcomes. This paper discusses key ways in which tertiary institutions can expand their capacity to support and enhance student learning and develop graduate capabilities through on-campus paid work opportunities. [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.]
Using a Strengths Approach to Early Childhood Teacher Preparation in Child Protection Using Work-Integrated Education
Author: Fenton, Angela
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Safety,Child Welfare,Preservice Teacher Education,Preschool Teachers,Educational Change,Foreign Countries,Work Experience Programs,Student Placement,Qualitative Research

This paper explores a collaborative strengths-based approach to investing in pre-service early childhood teacher education in the area of child protection. The doctoral research of the author, which evaluated a Strengths Approach as a cross-sector tool for implementing change in early-childhood education and in doing so researched a potential investment in improving pre-service preparation, is described and discussed. Findings from the research suggest that using a strengths-based process, involving work-integrated learning, enhanced the ability of the pre-service teachers in the study to protect young children. [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.]
Theoretical Perspectives on Assessment in Cooperative Education Placements
Author: Hodges, David
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperative Education,Student Placement,Measurement Objectives,Student Evaluation,Learning Theories,Learning Processes,Evaluation Needs,Behaviorism,Cognitive Development,Experiential Learning,Sociocultural Patterns,Context Effect,Apprenticeships,Communities of Practice

In this paper we examine theoretical perspectives on assessment in cooperative education placements. As assessment is linked to student learning, we focus briefly on the purposes of assessment. We then consider a range of learning theories that have been, and are more recently, explored as ways to explain the process of learning on cooperative education placements and their implications for assessment. We conclude that assessment that focusses on a student actively participating in a socioculturally-influenced process is likely to be a fair reflection of, and help facilitate, student learning in cooperative education placements.
Developing the Conditions for Co-Op Students' Organizational Commitment through Cooperative Education
Author: Pennaforte, Antoine
Date: 2015-00-00
Type: Journal Articles
Subjects: Cooperative Education,Quasiexperimental Design,Control Groups,Experimental Groups,Longitudinal Studies,Organizational Development,Sense of Community,Affective Measures,Likert Scales,Questionnaires,Predictor Variables,Partnerships in Education,Supervisor Supervisee Relationship,Experiential Learning,Performance Factors,Foreign Countries,College Students,Alumni

Based in a French context, this research investigates the link between the French cooperative education (co-op) system and students' organizational commitment. Following a quasi-experimental design with a control group, in a longitudinal approach, the study focuses on under-baccalaureate, undergraduate and graduate students. Results show that in the French context, co-op is an attitudinal process able to develop students' affective organizational commitment under two conditions. The first is to build co-op as a way to socialize the co-op students with the organization. The second is to support co-op students during their studies and also after graduation. From a co-op research perspective, this study presents another model of co-op and proposes to build a link between co-op and organizational behavior and to think of co-op as an incubator for developing high performers within organizations.
Undergraduate Reflective Journaling in Work Integrated Learning: Is It Relevant to Professional Practice?
Author: Edgar, Susan
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,College Graduates,Student Attitudes,Reflection,Journal Writing,Medical Students,Physical Therapy,Work Experience Programs,Opinions,Focus Groups,Questionnaires,Likert Scales,Educational Benefits,Computer Mediated Communication,Writing (Composition),Student Development,Professional Development,Student Journals,Electronic Journals,Relevance (Education),Education Work Relationship

This paper presents the research findings from a study reviewing graduates' opinions on completing online reflective journaling tasks during work integrated learning as an undergraduate. The study was divided into two parts with an initial focus group conducted with six physiotherapy graduates seven months following graduation. Findings from the focus group guided the development of a questionnaire sent to graduates nine months after course completion. Results from both the focus group and questionnaire (n = 25) highlighted the benefits of online, structured, assessed reflective writing tasks. Graduates provided specific examples of their personal and professional development and perceived benefits from undertaking reflective journaling during work integrated learning. These findings may have application across a wide variety of tertiary courses of study with work integrated learning incorporated into curriculum. [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.]
Reflections on Twenty Years of Practicum, Partnership &amp; Practice
Author: Martin, Andrew J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Practicums,Educational Practices,Educational History,Educational Development,Experiential Learning,Cooperative Education,Integrated Activities,Physical Education,College Athletics,Ethnography,Participant Observation,Curriculum Design,Behavioral Objectives,Foreign Countries,Case Studies

Twenty years ago the development of a sports management program at Massey University was then the only one in New Zealand. Professional rugby was still a couple of years away. Kit McConnell, Head of the 2011 RWC and Tournament Director for the IRB, was a Masters student back then. He indicated &quot;the academic staff were doing something new--and special. For me, there was a good balance between having enough structure and learning about the elements of the industry and having freedom within the curriculum to explore what interested me&quot; (cited in Massey University, 2011, p. 15). This paper provides an auto-ethnography related to the author's extensive involvement and self-reflection on leading the development of work based experiential education sport management and coaching related practicum programs at Massey University. Themes and phases of program development are outlined that informed WIL understanding, particularly in the sport context. The research is interpretive in nature and philosophy and employs a collective case study methodology across different educational contexts. The implications are for reflective practice, pedagogy development graduate attributes. [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.]