ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalisation of Curriculum at Home: Imperatives, Opportunities and Challenges for Allied Health Education
Author: Nagarajan, Srivalli
Date: 2015-00-00
Type: Journal Articles
Subjects: International Education,Allied Health Occupations Education,Cultural Pluralism,Educational Strategies,Curriculum Development,Educational Objectives,Intercultural Communication,Informal Education,Research Reports,Search Engines,Foreign Countries

Preparation of globally competent health graduates who have a good understanding of local and international healthcare is an important goal for allied health education. &quot;Internationalisation of Curriculum and Internationalisation at Home&quot; strategies are needed to prepare students to work in culturally diverse contexts. A critical review of issues, challenges and future needs in the internationalisation of allied health curricula is the focus of this paper. Current approaches to internationalisation from a range of disciplines are considered and their applicability to allied health courses is discussed. Important challenges for progress on internationalisation goals and integration of internationalisation experiences into allied health curricula are identified. Suggestions for progressing internationalisation of allied health curricula through the formal and informal curriculum are presented. Future research needs that are key to progressing internationalisation goals in allied health education are considered. Important questions that will prompt academics, clinical educators and students to consider how well internationalisation goals are being addressed in allied health education are also raised.
A Picture Paints a Thousand Words: Collage-Making in Higher Education Problem-Based Learning
Author: Gat, Sarah
Date: 2019-07-00
Type: Journal Articles
Subjects: Art Activities,Creative Activities,Problem Based Learning,Teaching Methods,Ethnography,Student Attitudes,Undergraduate Students,Case Studies,Art Products,Learning Processes,Enrichment,Active Learning,Teacher Attitudes,Higher Education,Allied Health Occupations Education,Occupational Therapy,Foreign Countries

The purpose of the study was to examine the impact of implementing a creative art activity in a problem-based learning (PBL) course on occupational therapy (OT) students and their tutors. A qualitative-ethnographic study was conducted during 2016-2017. In one meeting of a PBL course, 126 first year OT undergraduate students were asked to create a collage reflecting the case study they chose, followed by a discussion of their experience. Thirty-four students and nine tutors participated in the study. Qualitative analysis was conducted using focus groups, semi-structured interviews, open questionnaires and observations. Findings of the qualitative analysis revealed four main categories: attachment to the client, change in the meeting's atmosphere, developing learning skills, and a creative art activity as a learning, treating and tutoring tool. Implementation of a creative art activity in a PBL course provided enrichment for students in the form of a learning and treatment tool and for tutors in the form of an instruction tool. This study sheds new light on active learning and teaching, and offers some important insights regarding the use of creative art activities in higher education.
When Do University Students and Graduates Know What Careers They Want: A Research-Derived Framework
Author: Kinash, Shelley
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Career Choice,Employment Potential,Career Development,Career Planning,Decision Making,Occupational Aspiration

This paper reports on research which was conducted to explore how university students and those who had graduated and been subsequently employed, made career decisions. Specifically, through interviews and focus group discussions with 22 university students and 28 graduates from Australian undergraduate and postgraduate courses in a variety of disciplines, four questions were explored: Do university students know their own desired post-course employment, or in other words, what they want to be after graduation; if so, at what point in their student experience do they come to this decision; what elements come into play in university student career decision-making; and to what extent do students and graduates feel that their career decision-making is supported by their universities? Research was grounded in, and results aligned with, the 'chaos theory of careers.' The main findings were that at the enrolment-stage of university and during their studies, most students were pessimistic about their career outcomes and felt largely unsupported in identifying suitable career goals. However, the outcomes after graduation were unexpectedly positive in that, by this point most had identified career goals and were in careers they had desired. Most of the research participants who had been in their careers for an extended length of time were casual academics who were dissatisfied with their career progression and status. Although they had identified academic career goals and secured employment in their chosen industry, they were disappointed by continuous short-term contracts and what they perceived as poor career supports extended by their university employers. A 'university student and graduate career-knowledge framework' was derived. The key takeaway from this research was a set of recommendations for universities regarding how to better support students to make career choices.
Accreditation Requirements in Allied Health Education: Strengths, Weaknesses and Missed Opportunities
Author: McAllister, Lindy
Date: 2015-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Allied Health Occupations Education,Career Readiness,Clinical Experience,Labor Force Development,Foreign Countries,Standards,Supervision,Occupational Therapy,Physical Therapy,Speech Language Pathology,Exercise Physiology,Radiology,Rehabilitation Counseling,Universities

This paper reviews the accreditation requirements for six Allied Health (AH) degree programs in Australia to understand the range of accreditation requirements and approaches, with a particular focus on requirements around clinical education in AH education. Strengths of current approaches and further requirements are identified. Of particular interest are those areas where accreditation could better support educational goals and processes, including the preparation of work ready graduates and the encouragement of the use of currently underutilized opportunities for preparing the AH workforce for future healthcare needs. The findings suggest that the accreditation criteria perform well for the development of students' conceptual and procedural knowledge. However, there are several opportunities for improvement where accreditation could better support preparation of graduates to meet current and future needs of healthcare. These opportunities include increased emphasis on biopsychosocial perspectives of health as healthcare models shift from hospital to community-based settings, increased emphasis on development of interprofessional skills, encouragement of diverse supervision models, explicitness about intentions and interpretations of accreditation requirements, and increased employer representation on accreditation panels. Constraints on universities' uses of new educational approaches imposed by or arising from non-explicit accreditation requirements are outlined. Arising from this analysis, a summary of considerations for AH accreditation bodies is provided.
Impact of Secondary Education Reform on Tertiary Students&apos; Generic Competencies: A Case Study of Associate Degree Freshmen in Hong Kong
Author: Ng, K. W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Associate Degrees,Correlation,Secondary School Curriculum,Educational Change,College Freshmen,Student Attitudes,Competence,Educational Background,Scores,Skill Development,Foreign Countries,Case Studies,Social Responsibility,Life Style,Health Behavior,Cultural Awareness,Global Approach,World Views,Exit Examinations,Comparative Analysis

This paper examines the correlation between curriculum reforms and the development of generic competencies among Hong Kong tertiary students (or secondary leavers who were admitted to Associate Degree and Higher Diploma). A total number of 3626 freshmen completed a set of self-assessment questionnaires, which were used to analyse the correlation between five generic competencies, across three academic years from 2010 to 2012. Five of the generic competencies, which were highlighted in the proposed new three-year New Senior Secondary (NSS) academic structure, were measured and compared between students from different academic backgrounds. The finding of the study indicated significantly higher scores in generic competencies for the traditional Hong Kong Advanced Level Examination (HKALE) secondary school curriculum in 2012 compared to earlier cohorts, whilst in general no significant difference was found between students from the traditional curriculum and the new academic structure of the Hong Kong Diploma of Secondary Education (HKDSE) in the mixed 'double cohort' year of 2012. The result points to the potential early impact of NSS on students' generic skill development across both the old and new curriculum.
Parameters of Basic Science Test Item&apos;s of 2011 Basic Education Certificate Examination Using Item Response Theory (IRT) Approach in Delta State, Nigeria
Author: Oguguo, Basil
Date: 2019-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Tests,Item Response Theory,Psychometrics,Multiple Choice Tests,Difficulty Level,Test Items,Goodness of Fit

This study determined the psychometric properties of the examination items in 2011 Basic Education Certificate Examination for Basic Science. The design adopted was survey research design. The instrument for data collection was the 2011 Delta State Basic Education Certificate Examination (BECE) in Basic Science Multiple Choice Test Items. The IRT model for item selection was used to determine the estimates of the item parameters. The findings of the study revealed that 45, 45 and 40 items satisfied the IRT difficulty, discrimination and guessing parameter respectively. While 38 items satisfied the combined three IRT parameter estimates. This result revealed a significant difference in the number of the selected items that satisfied all three IRT parameter estimates in BECE Basic Science.
Redefining Graduate Employability and Work-Integrated Learning: Proposals for Effective Higher Education in Disrupted Economies
Author: Oliver, Beverley
Date: 2015-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Work Experience Programs,Higher Education,Job Skills,Definitions,Foreign Countries,Economic Factors,Economic Climate,Employment Patterns,Lifelong Learning

Employability features more prominently on the agenda of higher education institutions when the economy falters or changes: the majority of students, and their families, expect a degree to deliver a career pathway as well as an education. This paper explores some of the trends and predictions in the rapidly changing world of work and proposes a re-worked definition of employability (based on Yorke's widely-accepted definition from 2006): that employability means that students and graduates can discern, acquire, adapt and continually enhance the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy. Likewise, work-integrated learning requires sharper definition than an 'umbrella term'. This paper proposes that work-integrated learning includes a range of learning tasks that either resemble those expected of working graduates in their early careers, or are proximal to the workplaces or spaces, physical or digital, where professional work occurs. Determining the appropriate spread of tasks across a degree is best done by mapping assessments, ensuring there are more high level tasks in the latter years so that students are prompted to focus on the skills, understandings and personal attributes that make them more likely to find and create meaningful paid and unpaid work that benefits themselves, the workforce, the community and the economy.
The Development of a Tailored, Career-Focused Interactive Online Learning Tool for Physical Activity and Health Students: A Pilot Study
Author: Teychenne, Megan
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Career Planning,Public Health,Physical Education,Undergraduate Students,Majors (Students),Educational Technology,Job Search Methods,Foreign Countries,Online Surveys

Students enrolled in university courses often lack knowledge of potential jobs and future career paths, which can inhibit their ability to plan, job seek and make decisions about their careers, and negatively impact on their ability to gain employment. To address this problem, a tailored, career-focused interactive online learning tool was developed and piloted for public health and exercise science students, based on the constructs of Savickas' (2005) theory of career construction. This paper reports a mixed-methods study to understand student experiences of using that tool, and their perception of how well it prepared them for career planning. Twenty-two second-year students completed an online survey using both qualitative and quantitative methods to assess the perceived feasibility and acceptability of the interactive online learning tool. Descriptive (for quantitative data) and inductive content analyses (for qualitative data) were performed. Most students (86%) indicated that they would use the tool again. All students reported that the tool was user-friendly, engaging and informative and provided them with information on jobs that matched their personal and work-related skills and strengths. Qualitative data reflected these findings and identified seven key themes, including: value, career exploration, design, and tailoring, with themes partly reflecting components of Savicka's theory. The tailored, career-focused interactive online learning tool was perceived to be a feasible and effective strategy to support university students in their career planning and job seeking behaviours prior to graduation. These findings can be used to inform and refine the development of career-focused tools for students undertaking other university courses.
Good WIL Hunting: Building Capacity for Curriculum Re-Design
Author: Young, Karen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Employment Potential,Capacity Building,Curriculum Design,Performance Based Assessment,Work Experience Programs,Undergraduate Students,STEM Education,Educational Change,Change Agents,Curriculum Development

In response to government, industry, student and central University calls for initiatives to enhance graduate employability as a means for improved employment outcomes, a faculty within an Australian university formulated a five-year Work Integrated Learning (WIL) strategy (2015-2019). The Faculty goal was to re-new, develop, implement and evaluate scalable and sustainable intentional WIL-focused authentic curricula across every undergraduate Science, Technology, Engineering and Mathematics (STEM) course by the end of 2019. A 'WIL Leadership Framework' underpinned the whole-of-course team approach. This paper reports on the change-management processes and behaviours necessary to effect change from the bottom-up. Fostering academic staff capacity to build course-appropriate WIL curriculum has been slow and subtle and yet significant refinements to intentional and embedded WIL curriculum have occurred through a series of grounded research studies and curriculum renewal projects. WIL champions (the innovators), earmarked as change agents for enabling scalable curriculum transformation and renewal, were 'hunted-out' and nurtured. Their role was to influence teachers to enact context-specific and discipline-based WIL experiences into the curriculum. The main research findings to date reveal that STEM-specific WIL frameworks, concepts and assessment examples, presented as scholarly curriculum choices by WIL experts, and then actively and collegially discussed amongst the WIL champions and WIL early adopters, has been the most effective process to date for developing a WIL centred curriculum. The paper concludes by addressing the current operational goals predicated to have an impact on graduate employment for the Faculty.
Enhancing Graduate Employability and the Need for University-Enterprise Collaboration
Author: Tran, Thi Tuyet
Date: 2016-00-00
Type: Journal Articles
Subjects: College Graduates,Employment Potential,Job Skills,Labor Market,School Business Relationship,Partnerships in Education,Educational Benefits

Over the last few decades there has been strong debate over the central mission of higher education and resistance to the employability agenda seemed strong. However, with the changing context of both higher education and the labour market, together with neoliberal pressure, enhancing graduate employability has become one of the central focuses in many universities worldwide. This article provides an overview of the relevant literature to resonate with why graduate employability has been more popularly presented in many university practices. The notion of graduate employability is examined and it is argued that without input from and collaboration with industry, universities are hardly able to achieve their vocational mission of equipping their students for the labour market.
Implementing the Threshold Learning Outcomes for Agriculture at Two Australian Universities
Author: Acuña, Tina Botwright
Date: 2016-00-00
Type: Journal Articles
Subjects: Agricultural Education,Outcomes of Education,Curriculum Design,Foreign Countries,Academic Standards,Knowledge Level,Deans,Case Studies,College Faculty,Teacher Attitudes,Correlation,Educational Improvement,Employment Potential,Universities,Teacher Workshops,Alignment (Education)

The national Learning and Teaching Academics Standards Statement for Agriculture (AgLTAS) defines the nature and extent of the discipline and provides a set of Threshold Learning Outcome statements (TLOs) that define what a graduate should know, understand and be able to do on graduation. The Australian Council of Deans of Agriculture have endorsed the AgLTAS document: it can be used to communicate to potential and current students the minimum standards of their degree, and also inform curriculum design. While the AgLTAS document provides explanatory notes to assist educators to further understand the intent of the TLOs there are no exemplars on how the AgLTAS can be implemented. This paper presents two case studies of how academics at the University of Tasmania and the University of Adelaide used the AgLTAS to map their respective agriculture curricula. Curriculum mapping was used to evaluate the links between the curriculum and the target learning outcomes, and to identify gaps and areas for improvement. Results include the curriculum maps but also a survey of academic staff and their reactions to the TLOs, plus a reflective commentary on what we believe are the next steps and implications of the AgLTAS for curriculum development, industry engagement and graduate employability in the agriculture discipline.
A Focus on Collaboration: Fostering Australian Screen Production Students&apos; Teamwork Skills
Author: Dooley, Kath
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Film Production,Teamwork,Cooperative Learning,Skill Development,Learning Activities,Student Attitudes,Attitude Change,Communication Skills,Job Skills,Employment Potential,Class Activities

Recent research undertaken in Australia and abroad suggests that the development of effective collaboration skills is a significant factor affecting the successful employment of graduate screen practitioners. This article outlines the results of a study that examined student response to the explicit teaching of collaboration skills in an Australian screen production course. The authors report on an empirical research project undertaken in 2015 and 2016 in the Department of Screen Arts at Curtin University, Western Australia. This involved two cohorts of second year screen production students (83 in total), and aimed to foster students' teamwork skills. The activities and resources shared with students encouraged an interrogation of contemporary models of film making collaboration, the use of group contracts to identify shared values of teamwork and the implementation of activities designed to improve students' awareness of various collaboration styles. Outcomes were measured by both qualitative and quantitative means through student surveys administered at both the beginning and end of the unit of study. The results of these surveys suggest a change in student attitudes towards collaboration, particularly in regards to the value of communication. The authors aim to disseminate these findings and to encourage further discussion and study in this area. The article builds a case for more attention being placed on the explicit teaching of teamwork and collaboration skills in University screen production courses.
Developing Generic Skills for Students via Extra-Curricular Activities in Vietnamese Universities: Practices and Influential Factors
Author: Nghia, Tran Le Huu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Skill Development,Extracurricular Activities,College Students,Developing Nations,Young Adults,Business Administration Education,Communication Skills,Teamwork,Problem Solving,Creativity,Career Readiness,Job Application,Employment Potential

Developing generic skills (GS) for students has become central in many higher education curricula in recent times. However, there is still a lack of studies regarding how these skills are developed for students, especially in developing countries. Drawing from a PhD study, this paper reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were an integral component of a university's strategy for training students in GS. This was due to a lack of autonomy over the curriculum, which prevented most Vietnamese universities from adding skills subjects into the curriculum. Furthermore, the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to be successful in developing GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders' support, and the leadership of the YUA. The paper argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in skills development programs in higher education.