Student learning in the workplace

2018 ◽  
Vol 30 (8) ◽  
pp. 658-671 ◽  
Author(s):  
Natalie Simper ◽  
Launa Gauthier ◽  
Jill Scott
Keyword(s):  
Deep Learning ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Professional Learning ◽  
Learning Goals ◽  
Self Awareness ◽  
Content Type ◽  
And Behaviors ◽  
Learn Activity ◽  
Workplace Setting

Purpose This paper aims to outline a proof of concept for a framework to support students in reflecting on and in articulating their disciplinary, contextual and professional learning in the workplace. The purpose of the framework was to help students to recognize and articulate their transferable employability skills in preparation for the workplace or further studies upon graduation. Design/methodology/approach Researchers developed a Learning Evaluation and Reflection Narrative (LEARN) activity to facilitate real-world articulation of workplace learning. A group of work placement students completed pre- and post-work surveys, prompting reflection on their learning goals and behaviors. The Transferable Learning Orientation Survey comprised five constructs: goal orientation, learning belief, self-efficacy, transfer (deep learning) and organization. Subsequently, they completed a written reflection and a mock interview scenario, where they verbally articulated their abilities and the applicability of their skills. Results of thematic analysis are presented. Findings Survey results demonstrated changes in students’ orientation toward learning. Additionally, students were able to deliver sophisticated responses through engagement in the LEARN framework, articulating recognition and self-awareness of their personal and professional learning, as well as relevance of their learning within and beyond their workplace setting. Research limitations/implications The sample is small, and the authors therefore recommend further work to evaluate the effectiveness and practicality of the LEARN framework in larger cohorts and in alternate work environments. Social implications The responses suggest the LEARN framework are worthy of further investigation as a tool for students to articulate lifelong learning skills and behaviors, as it offers an opportunity for students to engage in reflective, deep learning. Originality/value This research builds on existing studies on the evaluation of lifelong learning, adapting a framework and testing its implementation in the workplace setting.

Effects of managerial coaching on critical reflection: mediating role of learning goal orientation

2020 ◽  
Vol 32 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Makoto Matsuo ◽  
Kohei Arai ◽  
Takami Matsuo
Keyword(s):  
Goal Orientation ◽  
Critical Reflection ◽  
Learning Goals ◽  
Future Research ◽  
Managerial Coaching ◽  
Content Type ◽  
Mediating Role ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Quantitative Studies

Purpose The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation. Design/methodology/approach The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses. Findings Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation. Research limitations/implications The characteristics of the sample may limit the generalization of the findings. Future research should verify the model in other industries and countries. Practical implications The organizations should note that managerial coaching is useful not only for facilitating employees’ problem-solving but also for enhancing their critical reflection. It should also be noted that employees can reflect critically on their beliefs and work routines when they have learning goals. Originality/value Although few quantitative studies have investigated the determinants of critical reflection, the present research reveals the overlooked functions of managerial coaching in promoting employees’ learning.

Are you a protean talent? The influence of protean career attitude, learning-goal orientation and perceived internal and external employability

2015 ◽  
Vol 20 (7) ◽  
pp. 753-772 ◽  
Author(s):  
Yi-chun Lin
Keyword(s):  
Goal Orientation ◽  
Mediating Effect ◽  
Learning Goals ◽  
Hierarchical Regression ◽  
Human Resource Managers ◽  
Content Type ◽  
Protean Career ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Employee Relationships

Purpose – The purpose of this paper is to investigate the relationship between protean career attitude and perceived internal and external employability, along with the mediating effect of learning-goal orientation. Design/methodology/approach – Data were collected by distributing paper-based questionnaires to 527 workers in private banking sectors in Taiwan. Hierarchical regression analysis was used to examine the results of the relationships. Findings – The results supported the idea that protean career attitude is a significant antecedent of perceived internal and external employability. Protean talents with a higher degree of protean attitude toward value-driven career orientation and self-directed career management have an external employability that is greater than their internal employability. Learning-goal orientation fully mediated the effect of protean career attitude on perceived internal employability, but only partially mediated external employability. Practical implications – The findings can help human resource managers gain a better understanding of the use of an appropriate strategy to influence an employee’s perceived internal and external employability, which can increase the motivation and improve employer-employee relationships that contribute to organizational success and performance. Employees should recognize the increased importance of continuous learning with goal-setting in order to deal with changes at work. Originality/value – This paper empirically establishes the association between protean career attitude and perceived internal and external employability. The protean career concept may provide organizations with a valuable perspective in the evolution of careers. Valuable and protean talents place an emphasis on individuals’ core values, and while learning goals are meant to suit employer organizations, they may also establish opportunities that could cross-organizational boundaries.

scholarly journals Learning through reflection: the critical role of reflection in work-based learning (WBL)

2015 ◽  
Vol 7 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ruth Helyer
Keyword(s):  
Identity Formation ◽  
Learning Outcomes ◽  
Professional Learning ◽  
Design Methodology ◽  
Critical Role ◽  
Self Awareness ◽  
Content Type ◽  
The Past ◽  
Practical Implications

Purpose The purpose of this paper is to analyse the critical role reflection plays in work-based learning (WBL). Design/methodology/approach This paper presents an contextualist examination of reflection in the WBL environment. Findings People consciously reflect in order to understand events in their lives and as a consequence hopefully add and enhance meaning. Research limitations/implications Reflection is associated therefore with “looking back” and examining the past in order to learn from what happened and perhaps not repeat mistakes. However, it is also increasingly associated with reflecting on action (Schon, 1983) and encourages an exploring of thoughts and feelings; looking for insights; and maximizing on self-awareness which all tie the process closely to identity formation (Lacan, 1977). Practical implications If used effectively and purposefully reflection facilitates ongoing personal and professional learning, and creates and develops practitioners capable of demonstrating their progression towards learning outcomes and required standards. Reflection can also provide a structure in which to make sense of learning, so that concepts and theories become embedded in practice, and constant thought and innovation are simultaneously fostered. Social implications By actively considering the thoughts and actions one becomes aware of the power of reflective thinking as a tool for continuous improvement, and one that has implications beyond the personal. Originality/value This paper represents the first study which examines the role reflection plays in WBL.

Assessing the sustainability of social studies virtual professional learning communities on social media: a quantitative study of “sense of community”

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matt Hensley
Keyword(s):  
Social Studies ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Sense Of Community ◽  
Virtual Learning ◽  
Intention To Leave ◽  
Theoretical Framework ◽  
Learning Goals ◽  
Content Type

PurposeThe purpose of this study was to investigate the #SSChat community's recognition of cohesion and shared learning goals within the #SSChat community. Specifically, the author sought to gauge the #SSChat community's “sense of community (SOC) ” (e.g. measuring participants' perceptions of membership, influence, fulfillment of needs and a shared emotional connection related to the community) and sustainability (e.g. information contribution and consumption, self-disclosure and intention to leave the community). Additionally, the author aimed to examine “SOC” as a construct supporting the #SSChat community's sustainability.Design/methodology/approachThis study employed a quantitative survey research design that was guided by McMillan and Chavis' (1986) SOC theoretical framework. The instrument included two reliable and valid surveys. Descriptive and inferential statics were used to investigate the three research questions.FindingsFindings from this study highlight refinement and reinforcement areas framed using McMillan and Chavis' (1986) SOC theoretical framework to support the continued development and growth of the #SSChat as virtual learning community for social studies education professionals.Originality/valueThere is a dearth of research that investigates the dynamic underpinnings and foundations of informal virtual learning communities for social studies educators and whether they are sustainable. While this study is not the first to investigate the relationship between sustainability and SOC, it does extend previous research by evaluating the specific SOC tenets and their individual relationships to sustainability.

Drama in higher education for sustainability: work-based learning through fiction?

2018 ◽  
Vol 8 (3) ◽  
pp. 337-352 ◽  
Author(s):  
Eva Österlind
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education For Sustainability ◽  
Small Scale ◽  
Traditional Teaching ◽  
Self Awareness ◽  
Content Type ◽  
Meaningful Context ◽  
The University

PurposeThe purpose of this paper is to highlight the use of drama in the context of professional learning for sustainability, and specifically, a drama workshop on sustainability for in-service teachers. The workshop was designed to explore environmental problems from several perspectives, by using drama techniques like bodily expressions, visualisations and role-play.Design/methodology/approachData are drawn from questionnaires evaluating the effects of a drama workshop delivered in Helsinki in 2017. In total, 15 in-service teachers answered open-ended questions. Responses from experienced teachers were chosen as particularly interesting in relation to work-based learning.FindingsThe findings demonstrate that drama work contributes to education for sustainability in terms of increased self-awareness, critical reflections and signs of transformation; experienced professional learners bring their workplace context into the university, which enriches teaching and learning; and sustainability is a non-traditional subject in need of non-traditional teaching approaches.Research limitations/implicationsThe results of this small-scale study are only valid for this particular group.Practical implicationsThe study gives an example of how applied drama can contribute to learning for sustainability in higher education.Originality/valueThis paper contributes to a growing literature concerning how drama allows participants to work on real problems, from a safe position in a fictive situation, providing both closeness and distance. When students become involved in anas-ifsituation, it leads to increased motivation and practice-oriented learning. As the content of sustainability can be challenging, drama work offers a meaningful context in which concepts and issues can be explored. Fictive situations may contribute to more realistic learning experiences.

scholarly journals Enhancing students’ global competence through international business study missions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mark Chong ◽  
Benjamin Kok Siew Gan ◽  
Thomas Menkhoff
Keyword(s):  
Deep Learning ◽  
Case Studies ◽  
International Business ◽  
Course Design ◽  
Learning Goals ◽  
Global Competence ◽  
International Business Study ◽  
Global Competencies ◽  
Content Type ◽  
Business Study

Purpose This paper aims to share how an Asian university enhanced students’ global competence through international business study missions (BSMs). More specifically, it focuses on how the design of these BSMs enabled “deep” learning beyond industry tourism and how 21st-century competencies such as “global competence” can be acquired through participation in short-term, faculty-led study missions. Design/methodology/approach Using the case study approach, it critically analyzes the learning goals and objectives, design decisions, implementation details and learning outcomes underlying three BSMs led by three instructors from the same university to the USA (New York), Germany (Berlin and Stuttgart) and South Korea (Seoul). Findings The study shows that students gained global competencies related to specific fields of study such as the creative industries, urban sustainability and entrepreneurship. It shows how design choices such as destination, range of organizations, length of individual visits, range of pedagogical techniques, intensity of preparation and quality of management contribute to students’ acquisition of global competencies. Research limitations/implications This research presents a subset of case studies that may limit the generalization of the findings; the bias that results from an unrepresentative, opportunistic sample (selection bias); and lack of quantitative causality in a qualitative evaluation. Practical implications The course design described here provides practical information for designing study abroad “deep” learning goals, objectives and outcomes focusing on global competence. Originality/value The detailed case studies of three instructors from different disciplines to achieve the country’s education vision of globally competent students.

Preparing teachers to mentor beginning teachers: an Australian case study

2017 ◽  
Vol 6 (3) ◽  
pp. 164-177 ◽  
Author(s):  
Denise Beutel ◽  
Leanne Crosswell ◽  
Jill Willis ◽  
Rebecca Spooner-Lane ◽  
Elizabeth Curtis ◽  
...  
Keyword(s):  
Beginning Teachers ◽  
Professional Learning ◽  
Large Scale ◽  
Collaborative Inquiry ◽  
Mentor Teachers ◽  
Self Awareness ◽  
Preparation Program ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic mentor preparation program. The program positions mentoring as supportive, based on a process of collaborative inquiry and encouraging critically reflexive praxis with the mentor professional learning focusing on reflection, dialog and criticality. Findings Initial findings show the outcomes of the mentor preparation program include building a common language and shared understanding around the role of mentor, consolidating a collaborative inquiry approach to mentoring and providing opportunity for self-reflection and critique around mentoring approaches and practices. Some findings, such as a greater self-awareness and validation of mentors’ own teaching performance, have confirmed previous research. However, the originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts that have emerged from the study. Practical implications The study highlights the impact of the mentor preparation program on the professional learning of teacher-mentors and contributes to the current lack of empirical research that identifies the personal and professional impacts for mentors and the wider contextual factors that impact effective mentoring in schools. Originality/value The originality of this research lies in the personal and professional impacts for mentor teachers and the wider contextual impacts more broadly that have emerged from the study.

The relation between goal orientation and occupational withdrawal

2015 ◽  
Vol 36 (7) ◽  
pp. 816-832 ◽  
Author(s):  
Randi L. Sims ◽  
Jess J. Boytell
Keyword(s):  
Goal Orientation ◽  
Employee Satisfaction ◽  
Design Methodology ◽  
Positive Relation ◽  
Content Type ◽  
Learning Goal Orientation ◽  
Withdrawal Behaviors ◽  
And Behaviors ◽  
Employee Characteristics ◽  
Practical Implications

Purpose – The purpose of this paper is to test the relation between employee goal orientation and occupational withdrawal intentions and behaviors considering employee satisfaction a mediator in the relations. Design/methodology/approach – Survey data were obtained from a sample of 241 licensed real estate professionals using a self-administrated questionnaire. Mediation hypotheses were tested using Smart PLS. Findings – The results indicate that job satisfaction fully mediates the relation between learning goal orientation and occupational withdrawal intentions and behaviors. A direct positive relation was found between avoid goal orientation and occupational withdrawal intentions and behaviors. Practical implications – Worker shortages in many occupations increases the importance of the ability to understand and predict occupational withdrawal behaviors. Originality/value – This study adds to the literature by considering goal orientation as an individual employee characteristics central in predicting and understanding occupational attitudes and withdrawal intentions and behaviors.

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

Light touch, heavy hand: principals and data-use PLCs

2017 ◽  
Vol 55 (4) ◽  
pp. 376-389 ◽  
Author(s):  
Alice Huguet ◽  
Caitlin C. Farrell ◽  
Julie A. Marsh
Keyword(s):  
Professional Learning ◽  
Low Income ◽  
Equal Opportunity ◽  
Data Use ◽  
Opportunity To Learn ◽  
School Level ◽  
Comparative Case Study ◽  
Data Set ◽  
Content Type ◽  
Principal's Role

Purpose The use of data for instructional improvement is prevalent in today’s educational landscape, yet policies calling for data use may result in significant variation at the school level. The purpose of this paper is to focus on tools and routines as mechanisms of principal influence on data-use professional learning communities (PLCs). Design/methodology/approach Data were collected through a comparative case study of two low-income, low-performing schools in one district. The data set included interview and focus group transcripts, observation field notes and documents, and was iteratively coded. Findings The two principals in the study employed tools and routines differently to influence ways that teachers interacted with data in their PLCs. Teachers who were given leeway to co-construct data-use tools found them to be more beneficial to their work. Findings also suggest that teachers’ data use may benefit from more flexibility in their day-to-day PLC routines. Research limitations/implications Closer examination of how tools are designed and time is spent in data-use PLCs may help the authors further understand the influence of the principal’s role. Originality/value Previous research has demonstrated that data use can improve teacher instruction, yet the varied implementation of data-use PLCs in this district illustrates that not all students have an equal opportunity to learn from teachers who meaningfully engage with data.

Sign in / Sign up

Export Citation Format

Share Document