Linking higher education and the world of work: learning outcomes and intermediary organisations

2019 ◽  
Vol 32 (8) ◽  
pp. 678-692 ◽  
Author(s):  
Mari Elken ◽  
Silje Maria Tellmann
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
The World ◽  
Intermediary Organisations

scholarly journals How satisfied are the English Major Students with their Foundation English Courses: An Appraisal

2021 ◽  
pp. 30-42
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Service Industry ◽  
Educational Institutions ◽  
English Curriculum ◽  
Level Of Satisfaction ◽  
Education Industry ◽  
The World ◽  
English Major ◽  
Made In

The purpose of this study was to investigate and evaluate the level of satisfaction of the English Major students with their Foundation English course. To this end, a questionnaire was administered to students currently pursuing the course, as well as students who had completed the course. The motive was to compare the results of the two sets of responses to see if both sets of students felt the same regarding the foundation English curriculum. The questionnaire was self-administered, through Google forms. The study threw light on the responsibilities of educational institutions in understanding that higher education is a service industry. It also highlighted the need for educational institutions to realize that they need to satisfy the needs and the expectations of students, parents, and employers. These three are the main stakeholders in the education industry today. Syllabus framers too have to accept that changes are imminent and make more than cosmetic changes to accommodate changes in the world outside. Students should be roped into the curriculum framing committees as they know what they need and what is not being delivered to them. Giving importance to the aspirations of students is unavoidable. It is hoped that this study would throw light on the expectations of students so that necessary changes may be made in the curriculum and thereby bring about the desired learning outcomes.

Learning to Work and Working to Learn

2009 ◽  
pp. 638-667
Author(s):  
Gary Brown ◽  
Theron Desrosier ◽  
Debbie Edwards
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Washington State ◽  
Complex Relationship ◽  
Institutions Of Higher Education ◽  
State University ◽  
Learning Outcomes Assessment ◽  
Washington State University ◽  
The World ◽  
The Relationship

The relationship between higher education and the world of work is complex and often characterized by a great deal of misperception, underscored by the recent press for accountability purportedly in response to reports of public dissatisfaction with the lack of transparency in institutions of higher education. This chapter explores the complex relationship between learning outcomes assessment, employer expectations, and traditional and emerging pedagogies. An approach used at Washington State University that uses assessment and technology as levers to help students and faculty bridge the real and the perceptual divide between learning in school and learning in the world of work is presented.

scholarly journals Problem-based learning: a critical rationalist perspective

2008 ◽  
Author(s):  
Graham A. Parton ◽  
Richard C. Bailey
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Model ◽  
Karl Popper ◽  
Positive Contribution ◽  
Educational Benefits ◽  
Starting Point ◽  
The World ◽  
Critical Rationalist

Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the theoretical underpinnings of problem-based learning as a learning model. Criticisms of empiricism are analysed in terms of the perceived learning outcomes of learners undertaking a problem-based learning curriculum. It is argued that models of empiricism theorised by philosophers such as Bacon, Locke and Hume cannot fully account for the learning model found in problem-based learning curricula. It is proposed that an alternative epistemological approach is needed. The work of Karl Popper is discussed, whose critical rationalist epistemology emphasises the generation of bold conjectures and criticism. Popper's work shows a positive contribution to the demands of higher education, characterised by learners who are serious about making professional progress. The paper concludes by critically analysing the tensions and contradictions of problem-based learning in light of Popper's epistemological theory of critical rationalism. It is argued that a critical rationalist perspective has educational benefits for students as it creates an environment rich in critical thinking, reading and writing and values disjunction and challenge.

scholarly journals Assessing Student Engagement and Outcomes: Modelling Insights from Australia and Around the World

2014 ◽  
Vol 2 (2) ◽  
pp. 241-264 ◽  
Author(s):  
Hamish Coates ◽  
Marian Mahat
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Case Studies ◽  
Future Study ◽  
Large Scale ◽  
Chinese Higher Education ◽  
International Partnerships ◽  
Higher Education Systems ◽  
The World

AbstractAssessing how students engage and what they know and can do are pressing change frontiers in contemporary higher education. This paper examines large-scale work that has sought to advance the capacity of higher education systems and institutions to engage students through to graduation and ensure they have capabilities required for future study or work. It reviews contexts fuelling the importance of engagement and learning outcomes, reviews two large-scale case studies, and advances a broad model for structuring assessment collaborations that create and deliver new value for higher education. We conclude by discussing implications and opportunities for Chinese higher education and collaborative international partnerships.

scholarly journals Service-learning as a Strategy to Promote Global Citizenship in Indonesia

Society ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 124-139
Author(s):  
Yusuf Faisal Ali ◽  
Yayuk Hidayah
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Outcomes ◽  
Industrial Revolution ◽  
Global Citizenship ◽  
Student Organizations ◽  
Research Subjects ◽  
Executive Board ◽  
The World ◽  
Special Region

The problem behind this research is service-learning usefulness as a strategy to promote global citizenship at universities in Indonesia. The methodology used in this research is a qualitative type of phenomenology. The research subjects were students involved in the Student Executive Board or Badan Eksekutif Mahasiswa (BEM) organization from eight different campuses in the Special Region of Yogyakarta or Daerah Istimewa Yogyakarta (DIY). The research results show two findings, 1) service-learning in student organizations can promote global citizenship values, and 2) service-learning in student organizations can improve industrial skills. Thus, this study concluded that student organizations in higher education could be a place to promote global citizenship and improve industrial revolution 4.0 skills among students. Therefore, the recommendation in this study is for further researchers to research by emphasizing learning outcomes that focus on the level of numbers and readiness to face the industrial revolution, which includes the ability to adopt values ​​and nature as Indonesian people and as citizens of the world.

scholarly journals Civic Learning: A Sine Qua Non of Service Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Robert G. Bringle ◽  
Patti H. Clayton
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Public Life ◽  
Essential Element ◽  
Civic Learning ◽  
The World ◽  
And Behaviors

Civic learning is an essential element of service learning, but one that is often underdeveloped in practice. This article surveys various conceptualizations of civic learning that are in use in higher education around the world, discusses approaches to designing service learning courses to generate civic learning outcomes, and proposes two methods for assessing student attainment of them. The intent is to build instructors’ capacities to cultivate the knowledge, skills, dispositions, and behaviors that lie at the very heart of civic learning and of public life in the ever-more complex and interconnected 21st century.

scholarly journals Implementation of Indonesian National Qualification Framework Based Curriculum in Higher Islamic Education

2021 ◽  
Vol 7 (1) ◽  
pp. 109-122
Author(s):  
Nur Ahid ◽  
Nur Chamid
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Work Experience ◽  
Islamic Education ◽  
Religious Institutions ◽  
National Qualifications Framework ◽  
The World ◽  
Qualification Framework ◽  
Basic Concepts ◽  
Descriptive Qualitative

The era of globalization requires various sectors to make changes, including in the world of education. In higher education, the curriculum should be designed to comply with the Indonesian National Qualifications Framework (KKNI) to respond these changes. The curriculum is based on the framework of qualification levels which equalize, juxtapose, and unify learning outcomes with work experience into the types, forms and levels of higher education. This study aims to describe the implementation KKNI based curriculum for postgraduate program at the State Islamic Religious Institutions (PTKIN) in East Java. It applied descriptive-qualitative. The data were collected using observation, interview, and documentation techniques. The data were analysed using descriptive-qualitative analysis. The results shown that the implementation of KKNI based curriculum in postgraduate at PTKIN institutions in East Java took place from 2016 to 2020. The implementation began with socialization in the form of curriculum workshops. In those workshops, a curriculum draft and guidelines for its implementation were prepared. However, there were some in the implementation. One of them is that most of the lecturers did not understand the basic concepts of curriculum. To overcome this, intensive workshops were held to prepare syllabus, semester program plans and courses for each semester.

Social Glocalisation and Education

2020 ◽  
Author(s):  
Hans Hobelsberger
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Practical Theology ◽  
Social Structures ◽  
Local Effects ◽  
Local Identities ◽  
The Social ◽  
The World ◽  
Work Health

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.

Sign in / Sign up

Export Citation Format

Share Document