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1.
The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.  相似文献   

2.
Performance appraisal and performance management are much discussed topics at the moment and are widely promoted as tools for maximising the effectiveness of an institution's human resources. This paper will consider the lessons to be learnt from consideration of the private sector experience, and discuss the issues raised in a recent review of a performance management program implemented for general staff at the University of New South Wales (UNSW). The matters highlighted by the review appear to be common to most Australian universities, and we argue that until these issues are addressed performance management, including appraisal, is unlikely to work effectively in the university context for either general or academic staff.  相似文献   

3.
Despite the contemporary policy rhetoric of global citizenry and the importance of languages and intercultural capabilities, language learning in Australian schools struggles for recognition and support. The curriculum marginalisation of languages, however, is uneven, affecting some school sectors more than others. In this article, we examine the provision of languages in two government comprehensive high schools, both low socio-economic status, located in urban areas in New South Wales, Australia’s largest state. They are termed ‘residual’ high schools because they cater for the students remaining in the local schools while others attend either private or selective government high schools. We provide a qualitative picture of language provision in these two schools from the perspectives of key stakeholders – school principals, teachers, students and parents. We also draw on observational data of language classes. The aim is to provide, within a largely social class framework, an understanding of the state of language provision in these schools. We argue that currently students in these schools are experiencing unequal access to the linguistic and cultural capital associated with language learning relative to students in more privileged communities and schools.  相似文献   

4.
ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

5.
ABSTRACT

Student participation at school is receiving heightened attention through international evidence connecting it to a range of benefits including student learning, engagement, citizenship and wellbeing, as well as to overall school improvement. Yet the notion of student participation remains an ambiguous concept, and one that challenges many deeply entrenched norms of traditional schooling.

Informed by understandings of ‘participation’ linked to the UN Convention on the Rights of the Child, this article takes the Australian state of New South Wales (NSW) as a case study to explore how student participation is currently articulated in educational policy. It reports the findings of an analysis of 142 state and federal government policy-related documents, along with qualitative interview data from nine policy personnel. The findings suggest that students are conceptualised within these policies in contradictory ways, interpretations of participation are diverse yet frequently instrumentalist, and there is little conceptual coherence across the educational policy landscape in NSW in relation to ‘student participation’. The findings are discussed in light of international interest around student participation. The analytical framework used in this analysis is proposed as a possible tool for critically examining the place and purpose of student participation at school, regardless of jurisdiction.

Abbrevations: NSW = the Australian state of New South Wales; UNCRC = United Nations Convention on the Rights of the Child; SRC = Student Representative Council  相似文献   

6.
The ability of graduates to proactively develop, adapt and repackage their capabilities (or attributes) is an essential aspect of employability. This study was conducted at Deakin University, where graduate capabilities have been recast as graduate learning outcomes, and employability is frequently referenced. In light of significant curriculum reform to make graduate capabilities prominent, we investigated student perceptions of graduate capabilities and associated learning outcomes, as well as preparation for employment, to better understand how we can engage students in developing and showcasing their employability. We interviewed 45 students across 10 focus groups and qualitatively analysed their responses for commonly recurring themes. Focus groups were completed in two stages with data analysis and adjustment of questions between stages to enable validation and greater depth of understanding. Our analysis suggests that even with capabilities renamed as learning outcomes, students find graduate learning outcomes too generic to be meaningful and are most likely to engage with learning outcomes that are contextualised and assessed. Our case study illustrates ways to combat this – particularly the importance of assessment design and consistent, student-focused communication in engaging students in the development of capabilities and in the curation of evidence for employability. Students also suggest that advice from employers, professionals and recent graduates, and exposure to industry-related experiences could help make graduate capabilities more meaningful.  相似文献   

7.
As our first presentation in a series of academic program profiles, we are pleased to present the Organization, Information, and Learning Science (OILS) program at the University of New Mexico (UMN). The OILS program began in the 1980s as a vocational education program and has evolved into a program that focuses on human performance technology (HPT), instructional design (ID), and learning sciences. The OILS program is organizationally a part of the College of University Libraries and Learning Science. The library faculty brings positive synergy to OILS in terms of data management and information technology, research, education, and applied practices. The program offers an undergraduate degree as well as masters and doctoral degrees. It is very rare to provide an undergraduate degree in the HPT and ID fields, and the OILS program is proud of these pioneering efforts. OILS has a pragmatic tradition. The faculty members of OILS and its graduate students have conducted scholastic and practical research projects in HPT, ID, and learning sciences. Coursework emphasis is on cultivating students’ capabilities for excellent performance in the workplace. The program has a strong network within the local community with local employers as well as with local chapters of professional societies. The present demographics in the State of New Mexico in terms of the majority‐minority status are similar to the overall demographics that the United States as a whole will face within the next 30 years. OILS is an innovative program. – Sung “Pil” Kang, PhD and Yeol Huh, PhD, column editors  相似文献   

8.
大学生素质养成和能力培养是提高人才培养质量的关键。通过合理构建＂双素养＋五能力＂本科应用型创新人才培养体系,以求提高大学生人文素养和科学素养,培养大学生具有良好的学习能力、沟通交流能力、解决实际问题的实践创新能力等应当是本科应用型创新人才养成的必由之路。  相似文献   

9.
Mentoring has been the focus of much attention in the recent literature on initial teacher education and induction and as such has become a 'foundation stone' of collaborative endeavours between universities and schools in the facilitation of teacher development. In 1998 some 220 beginning teachers and 245 supervisors and mentors in New South Wales government schools were surveyed and beginning teachers' professional learning observed closely in six case study schools in different settings across the state. One-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) indicated the relevance of internship to initial teacher education programs and established the importance of mentoring support in beginning teachers' professional learning in the induction year. The case studies also identified key practices, conditions and professional interactions that sustained transmission, transactional and transformational approaches to teacher learning. The complementary qualitative and quantitative methodology provided strong evidence of the importance of the mentoring strategy.  相似文献   

10.
This paper describes and documents a new method (International Business Theatre, IBT) for evaluating university students studying the subject International Marketing and reports on qualitative research used to explore the effectiveness of IBT as an evaluation method. IBT involves forming students into 'theatre troupes', randomly assigning each 'troupe' a country of study, then getting students to do country research with a view to writing and performing a play that integrates subject theory and highlights key aspects of doing business with that country. Plays, which are assessed for content and form, are scheduled for tutorial classes towards the end of the semester. Interpretive research was conducted using a sentence completion technique with 10 randomly selected undergraduate students in the subject International Marketing offered at the Blacktown Campus of the University of Western Sydney, New South Wales, Australia in 1998. Conclusions drawn from the preliminary study are that IBT makes student learning more enjoyable and interesting, exposes students to a more beneficial and alternative form of evaluation, stimulates student learning, encourages student creativity and develops student confidence in public speaking.  相似文献   

11.
ABSTRACT

International fieldschools to developing countries have become an important component of the university curriculum because they provide experiential learning and research skills, while also contributing a range of soft skills such as resilience, empathy, resourcefulness, critical thinking, and cross-cultural communication. Yet, with the increasing popularity of ‘developing world’ fieldschools, an ever-more pertinent question to ask is, cui bono? Who benefits when relatively ‘privileged’ students from wealthy countries travel to visit ‘underprivileged’ communities in poorer parts of the world? In this article, we contribute to the discussion about fieldschool reciprocity using data from a newly established program in Northern Uganda, established as part of the University of New South Wales’ UNSW2025 strategy. We show that a whole-of-university approach has significant benefits for staff and students from both institutions, more diffuse benefits for the wider Ugandan host community, as well as the potential to create synergies to leverage community transformation. We also look at challenges that include: power differentials, uncertainty in the field environment, sustainability, and the ability to maintain collaborative equity between institutions over the long term.  相似文献   

12.
This paper investigates the use of multimodal representations to assess biological understanding in the final senior secondary school public examination in New South Wales, Australia. The investigation emanates from a larger Australian study concerned with the impact of disciplinary and technological innovations on science pedagogy, particularly in molecular genetics where much knowledge is represented in modalities other than, or in conjunction with, language and traditional print-based texts and visuals. The availability of digital technologies and their affordances for the learning and teaching of senior high school Biology now makes it realistic for examiners to include multimodal representations in assessment tasks. A qualitative analysis of final-year Biology examination papers from 2001 to 2013 identified and classified the multimodal representations included in this written external examination. Findings indicate that despite the ready availability of multimodal, multimedia representations in classroom learning and curriculum materials, and evidence of students’ engagement with ICT, the high-stakes examinations make little use of such resources. A consequence of this mismatch between curriculum outcomes and assessment tools is that students may be disadvantaged because their in-depth knowledge and understanding of biological concepts is not effectively demonstrated through traditional pen-and-paper tests. A move towards a range of alternative assessment formats is one way to ensure that assessment aligns with multimodal learning in the classroom.  相似文献   

13.
Abstract

Since 1991 all undergraduate primary student teachers at Chester have followed a Technology course. The distinctive pattern of our approach to Design & Technology has been acknowledged to be successful, but classroom use of Information Technology (IT) has not been as evident. This paper describes a small scale project which set out to replicate the essential elements of our approaches to Design & Technology and to apply them to Information Technology elements of the course. The outcome of the qualitative and quantitative research methods to monitor the effectiveness of the approaches are evaluated and discussed. Our tentative findings highlight the importance of students working with children using computers. Until the students had gained first hand experience of working with children in the classroom with IT, their concerns were more equipment-related than pedagogical. It would appear that students perceive issues of teaching and learning to be more important than concerns with their own IT capability after working with children. The integration of IT into students' professional coursework is identified as being influential in the development of their appreciation of the contribution IT can make to children's learning.  相似文献   

14.
The contribution of donor dissection to modern anatomy pedagogy remains debated. While short-term anatomy knowledge gains from dissection are questionable, studies suggest that donor dissection may have other impacts on students including influencing medical students' professional development, though evidence for such is limited. To improve the understanding of how anatomy education influences medical student professional development, the cross-sectional and longitudinal impacts of donor dissection on medical students' perceptions of ethics were explored. A cross-sectional and longitudinal qualitative study was undertaken at an Australian university where student responses to online discussion forums and in-person interviews were analyzed. Data were collected across the 1.5 years that undergraduate medical students received anatomy instruction (three semesters during first and second years). A total of 207 students participated in the online discussion forums, yielding 51,024 words; 24 students participated in at least 1 of 11 interviews, yielding over 11 hours of interview data. Framework analysis identified five themes related to ethics in an anatomical education context: (1) Dignity, (2) Beneficence, (3) Consent, (4) Justification for versus the necessity of dissection, and (5) Dichotomy of objectification and personification. The dominant themes of students' ethical perceptions changed with time, with a shift from focusing on donors as people, toward the utility of donors in anatomy education. Additionally, themes varied by student demographics including gender, ancestry, and religiosity. Together this study suggests a strong impact of donor dissection on priming students' focus on medical ethics and provides further advocacy for formal and purposeful integration of medical ethics with anatomy education.  相似文献   

15.
ABSTRACT

The capabilities students need for success during and beyond higher education extend far beyond specific discipline skills to include the development of productive mindsets, the management of life circumstances and the way they relate to others and identify with their profession. The provision of support for these capabilities at university can be both diverse in scope and diffuse in delivery. Consequently, the development of streamlined and integrated evaluation strategies to measure the extent to which these capabilities are being successfully delivered can be challenging. This paper describes how one Australian university used a collaborative process to design an evaluation framework for student learning services. The framework, a first for this university, represents the breadth of student support, including a typology of support for learning: connectedness, mindsets, self-management, professional identity and academic capabilities. These terms, coined as dimensions, form the scaffold of university-wide delivery of support for learning initiatives.  相似文献   

16.
South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready.  相似文献   

17.
A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL.  相似文献   

18.
This article explores the effect university widening participation activities have had in improving access to university of students from rural government-run schools in New South Wales, Australia. An effective effort to evaluate the success of widening participation programs in rural Australia, specifically New South Wales, has not been achieved to date. This article addresses this issue in three distinct ways. First, previous efforts to evaluate widening participation effectiveness are explored and their successes and failings are described. Second, a method to rigorously evaluate university-run outreach programs in Australia’s unique socio-cultural context is constructed and explained. Third, this method is employed using a sample of Australian rural schools to evaluate outreach effectiveness. A mixed-method design combining multilevel growth models and in-depth interviews of careers advisors revealed teacher support of university outreach presence in schools did not necessarily translate to an opinion of outreach effectivity in raising university access levels. This was supported by quantitative analyses showing widening participation efforts in rural New South Wales have had little to no effect on the progression of rural students to university between 2010 and 2016.  相似文献   

19.
Understanding how well teachers integrate digital technology in learning is the subject of considerable debate in education. High Possibility Classrooms (HPC) is a pedagogical framework drawn from research on exemplary teachers’ knowledge of technology integration in Australian school classrooms. The framework is being used to support teachers who teach various stages of schooling to take ‘pedagogical steps’ in their practice with technology. This article focuses on the use of the HPC conceptual framework in a study of seven teachers and their students at two secondary schools in New South Wales, Australia. Analysis confirms the practicality of this conceptual framework for technology integration in secondary school classrooms. This inquiry has implications for addressing the reluctance of teachers to integrate technology in curriculum. The article concludes by suggesting that more schools might consider using conceptual frameworks like HPC to support secondary school teachers to enhance student learning with technology.  相似文献   

20.
The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.  相似文献   

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