Indira Gandhi National Open University     

Susan Tresman  Linda Hodgkinson  Beverley Christie 《Open Learning》2013,28(1):53-55

  相似文献   

Graduate attributes for 2020 and beyond: recommendations for Australian higher education providers     

Beverley Oliver  Trina Jorre de St Jorre 《高等教育研究与发展》2018,37(4):821-836

Given global uncertainty related to rapid technological developments and the world of work, alongside other equally (if not more) concerning social and political disruptions – the assurance of graduate attributes of importance to employability and citizenship are arguably more important than ever. In this paper, we investigate three areas of practice by Australian universities, and non-university higher education providers who have been omitted from past analyses of this kind. First, we examine the graduate attributes most frequently published by institutions and discipline groups and whether emphasis has changed over time. Second, we investigate how graduate attributes are assured, including a scan of the inputs put in practice by higher education providers, and comparison of graduate and employer perceptions of achievement gathered through recent national surveys. Third, we connect our findings in the first two areas and make recommendations for the attributes needed to equip 2020+ graduates for citizenship and employability. Based on these analyses, we recommend that all providers, university and non-university, and the discipline groups within them: make graduate attributes more visible to the public and especially to students; continue embedding them in the assessed curricula, but also ensure that assessment is explicit and that attributes are communicated and explained repeatedly throughout the course; continue to use stakeholder perception measures, but more consistently align skills in data collection instruments to allow a more constructive comparison, and also draw on more objective measures such as actual assessment of achievement; continue to emphasise attributes associated with global citizenship, teamwork and communication; give more emphasis to independence, critical thinking and problem-solving, and the fundamental foundational skills of written and spoken communication. Most importantly, continue to revise the attributes regularly to ensure fitness for purpose in the rapidly changing environment within which we and our graduates operate.  相似文献   

The Role of Context in Defining Adolescent Responses to Caribbean Poetry: A Comparative Case     

Beverley Bryan 《English in Education》1995,29(1):42-49

  相似文献   

Muriel Wakefield     

Beverley Labbett 《Cambridge Journal of Education》1990,20(3):207-222

  相似文献   

Some classroom applications of current ideas on conceptual learning in science     

Beverley Stanbridge 《Research in Science Education》1989,19(1):268-277

Conclusion Evidence collected so far seems to substantiate the contention that the constructivist approach to teaching has assisted students in their ability to interact with and internalize scientific concepts. The meanings attached to these concepts has become personalized in accordance with the learner's level of cognitive development. The question of intellectual growth is less decisive in the absence of more extensive long term studies. From the teaching point of view this method is both interesting and rewarding, providing an opportunity to reflect on and evaluate a personalized construct for conceptual learning.  相似文献   

排球集体战术之浅见     

赵鸽尔 《湖州师范学院学报》1990,(5)

本文浅析了排球集体战术中的几个特点,战术与技术,战术与身体,集体和个人,进攻和防守,强攻和快攻,一攻和反攻之间的关系,以及组织集体战术所需经过的几个阶段及在各个阶段中的具体任务.  相似文献   

Team Effort – Training Therapists to Work with Interpreters as a Collaborative Team     

Beverley Costa 《International journal for the advancement of counseling》2017,39(1):56-69

This paper considers components of a framework for relational training for counsellors who work with interpreters. Where counsellors and clients cannot be linguistically matched, they will need to incorporate an interpreter into their therapeutic relationship. Counsellors are often unprepared to work in this way. ‘Mothertongue multi-ethnic counselling service’, a UK counselling agency has developed and piloted an in-house training for counsellors and interpreters. Components of this training in how to work collaboratively with interpreters are considered in this paper. These components address the need for a collaborative relationship between counsellor and interpreter, consideration of dynamics in a triangular relationship and a clear delineation of responsibilities. Recommendations are made for the development of a training curriculum and models of clinical supervision for counsellors and interpreters who want to work together collaboratively.  相似文献   

A Competency‐Based Study of Academic Staff Development Needs     

Beverley Sparks  Graham Bradley 《高等教育研究与发展》1991,10(2):165-175

The role of Australian academics is undergoing a period of rapid change as the Federal Government attempts to restructure both the higher education system and the economy. With these changes in role comes a need for the continuing professional development of academics. This paper gives details of a study which adopted a competency‐based approach to identify the job requirements, skill‐deficiencies and training needs of one group of Australian academics. This group ‐ staff from the Business faculties of (former) Colleges of Advanced Education ‐ is of particular interest because its members are experiencing uncommonly rapid growth and change. In general, the respondents tended to rate (a) teaching skills as more important than research skills, (b) their own teaching skills as more highly developed than their research competencies, and (c) their desire for training as greatest with respect to several specific research skills. Some potential barriers to the successful implementation of professional development programmes are discussed.  相似文献   

Review of “Collection Development in the Digital Age,” edited by Maggie Fieldhouse and Audrey Marshall     

Gary Geer 《资料收集管理》2013,38(3):244-245

  相似文献   

Measuring the research experience of research postgraduate students in Hong Kong     

Lily M. Zeng  Beverley J. Webster  Paul Ginns 《高等教育研究与发展》2013,32(4):672-686

To date, there has been little research in non-Western contexts exploring the research experience of research higher degree (RHD) students and the effect of research experience on student outcomes. The purposes of this study were to validate the Student Research Experience Questionnaire (SREQ) developed in Australia in the Hong Kong context and to explore the relationships between student research experiences and their perceived skill development and overall satisfaction with their research degree experiences. Data were collected from 599 RHD students. The results supported the construct validity of four SREQ scales (supervision, infrastructure, intellectual climate and skill development). The results of the structural equation modelling suggested that supervision related to students' perceived skill development and overall satisfaction, while intellectual climate and infrastructure were related to overall satisfaction only. The data provide a better understanding of how we can promote positive learning outcomes of RHD students.  相似文献