Engaging industry in curriculum design and delivery in public policy teaching: A strategic framework

2019 ◽  
Vol 38 (1) ◽  
pp. 46-62
Author(s):  
Rob Manwaring ◽  
Josh Holloway ◽  
Brian Coffey
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Policy Analysis ◽  
Political Science ◽  
Real World ◽  
Curriculum Design ◽  
Strategic Framework ◽  
Industry Engagement ◽  
Real World Problems

Public policy is frequently characterised as a sub-discipline of political science which is practically oriented and concerned with what government does and does not do. Further, policy analysis can also be characterised as concerned with either the analysis ‘of policy’ or ‘for policy’. This clearly has implications for the design and delivery of public policy courses. More broadly, higher education in Australia, like elsewhere, faces calls to ensure that students graduate with a range of skills and aptitudes that make them ‘job ready’ and able to engage with ‘real world problems’. One of the ways in which this can be pursued is through industry engagement. However, limited research has been undertaken regarding what this might entail or how it can be pursued. Accordingly, in this paper we explore these issues by: (a) situating engagement within the field of public policy; (b) reviewing how the changing context of higher education, with a particular focus on the drivers and rationale for greater engagement with industry, intersects with the teaching of public policy; and (c) providing a framework which helps to clarify the different modes, potential and risks associated with industry engagement.

Educating Policy Analysts

1985 ◽  
Vol 44 ◽  
pp. 1-3
Author(s):  
Hindy Lauer Schacter
Keyword(s):  
Policy Analysis ◽  
Engineering Education ◽  
Political Science ◽  
Real World ◽  
Academic Disciplines ◽  
Basic Sciences ◽  
Optimal Policies ◽  
Policy Analysts ◽  
Real World Problems

This article explores the role of political science in educating people who perform policy analysis in public bureaucracies. Policy analysts are defined as applied scientists who study the nature, causes and effects for alternative public policies, using relevant academic disciplines, theories and methodologies to choose optimal policies to achieve a given aim. Typically, analysts evaluate enacted policies but occasionally they compare hypothetical alternatives.The education of policy analysts is similar to the education of engineers. Both draw on several basic sciences for information to solve real-world problems. However, greater consensus exists on which sciences are important for engineers. Their key science is physics although engineering education also uses insights from chemistry, geology and biology.

scholarly journals Collaborative learning experiences of fourth-year students in a social work module

2021 ◽  
Vol 5 (2) ◽  
pp. 52-68
Author(s):  
Erica Pretorius ◽  
Hanna Nel
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Collaborative Learning ◽  
Real World ◽  
Industrial Revolution ◽  
Learning Task ◽  
Problem Solving Skills ◽  
Innovative Thinking ◽  
Insight Into ◽  
Real World Problems

This article provides insight into a fourth-year social work module, integrating an authentic learning task. This task focused on the development of a funding proposal for a social service organization. It attempted to integrate collaborative learning by scaffolding students’ participation in the world of work, rather than just receiving a qualification. In view of the prevalent conversation around the Fourth Industrial Revolution and the Covid-19 pandemic, it is essential that lecturers at higher education institutions embrace collaborative and problem-solving skills for student tasks. Recent evidence suggests that higher education graduates’ learning and their readiness for work in a professional environment require a greater focus on creative and innovative thinking to solve real-world problems. The results from this qualitative investigation revealed that students found working in teams and collaborating with their peers both challenging and rewarding. This process contributed to the holistic development of social workers ready to work in the real-world.

scholarly journals AN ONLINE EVENT AS A PRODUCT OF THE ACTIVE LEARNING METHODOLOGY: AN EXPERIENCE VIA PBL AT THE UNIVERSITY OF BRASILIA-BRAZIL

2018 ◽  
Vol 1 (3) ◽  
pp. 240-257
Author(s):  
Ari Melo Mariano ◽  
Joao Mello da Silva ◽  
Simone Borges Simão Monteiro ◽  
Adriana Regina Martin
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Real Time ◽  
Real World ◽  
Production Engineering ◽  
External Agents ◽  
Digital Portfolio ◽  
The Many ◽  
The University ◽  
Real World Problems

The objective of this study was to suggest an alternative for managing the knowledge gained and resulting legacy from the application of the Problem Based Learning (PBL) method in a higher education context. The legacies of the PBL method are found to be more profound and diverse than those related to either the students' experience or the projects developed to solve real-world problems presented by external agents (the partners of the UnB Production Engineering course). The Production Engineering course has, since 2011, adopted the PBL method as an active learning methodology. Although each semester presents new opportunities in the process of consolidating this method, it’s been perceived that the many phases and results of this process are often utilized in real time only, contributing to the participating individuals exclusively as they occur. This is seen as a type of temporal result, seen only at a given "T" moment in the discipline’s lifecycle. Correspondingly, part of this knowledge is currently seen as perishable, since it is not possible to store it for future moments. In an attempt to extend this experience, starting in 2016 the University of Brasilia’s Production Engineering course has begun to develop an extension of PBL products by means of distinct events. The results haven been satisfactory, thus far involving 458 students and 7910 participants. As a legacy, it was possible to create a platform for the presentation of active learning methodologies and the exchange of experiences. Thus, the project presentations, once seen as distinct landmarks, became part of a legacy through a specific event, assisted and accessed as a course memory and a student’s digital portfolio.

Expanding the Curriculum With Creativity

2019 ◽  
pp. 48-68
Author(s):  
Timothy Hinchman
Keyword(s):  
United States ◽  
Public Policy ◽  
Science Education ◽  
Real World ◽  
Practical Skills ◽  
Supportive Environment ◽  
Prescribed Curriculum ◽  
Real World Problems

Standardized education and narrow curriculum testing reduces students' abilities to critically think and creatively solve real-world problems. Although public policy emphasizes these important and practical skills, they have not adequately manifested in United States classrooms. They are instead filled with shallow prescribed curriculum that fails to inspire and guide students to think creatively. Science education provides a unique opportunity to engage students by solving real problems through flexible co-constructed supportive environment.

scholarly journals Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

2020 ◽  
pp. 1-17
Author(s):  
Dawn A. Morley ◽  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Longitudinal Development ◽  
The World ◽  
Real World Learning ◽  
Alternative Approaches

Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.

scholarly journals Programming in the Mathematics Curriculum at Manchester Metropolitan University

2020 ◽  
Vol 18 (2) ◽  
pp. 5-12
Author(s):  
Stephen Lynch
Keyword(s):  
Higher Education ◽  
Real World ◽  
Operational Research ◽  
Mathematics Curriculum ◽  
Computational Modelling ◽  
Mathematics Students ◽  
Metropolitan University ◽  
Real World Problems

An increasing number of schools are teaching programming to their pupils and there is also an increase in programming in Higher Education with recent reports recommending this approach. At Manchester Metropolitan University (MMU) we wanted to attract and retain mathematics students and prepare them for careers upon graduation. By integrating Mathematics/Statistics/Operational Research packages across the curriculum and by solving real world problems we have managed to make the course highly desirable and loved by our students. In this case study, we show how it is possible to integrate programming and mathematical/computational modelling across the curriculum.

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