scholarly journals Interprofessional Learning as Work-integrated Learning:

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Elisabeth Näverå ◽  
Maria Spante
Keyword(s):  
Doctoral Students ◽  
Information Seeking ◽  
Integrated Learning ◽  
University Management ◽  
Face To Face ◽  
Team Research ◽  
Work Integrated Learning ◽  
The Individual ◽  
Effective Use ◽  
The University

Team Research Support and Publishing at University West’s Library consists of four librarians who guide researchers and doctoral students in issues regarding publishing strategies, bibliometrics, Information Literacy and how to make research publications available e.g. in the local repository DiVA. The service is frequently used in several ways by various researchers in accordance with their special needs. The  case is originally based on three meetings between a librarian and a researcher entailing individual texts of reflections. This presentation accentuates the benefits of the discussions through the perspectives of collaborative learning and work-integrated learning. These benefits will thus be highlighted through the experiences from continuous face-to-face appointments with focus on information seeking activities and the effective use of databases.  The meetings between the librarian and the researcher are affected by the fact that both work categories bring their specific professional competences into the discussions. In the dialogues they thus  become each other’s teachers as well as students. The mixed situation of being the bearer of both roles  simultaneously is dealt with by the interacting participants and the co-created meetings are carried through,  and filled with contents, by the professionals themselves. Furthermore, this case emphasizes as well as  problematizes this situation starting off from the individual professionals points of view. Finally, this study  recommends the university management to encourage as well as create conditions for further  interprofessional encounters at work in order to support Work-integrated learning in and for the  organization.

scholarly journals Selfies as expressively authentic identity performance

First Monday ◽  
2017 ◽  
Author(s):  
Linh Nguyen ◽  
Kim Barbour
Keyword(s):  
Social Media ◽  
Focus Group ◽  
Theoretical Frameworks ◽  
Self Identity ◽  
Face To Face ◽  
Digital World ◽  
Online Social Media ◽  
Social Media Platforms ◽  
The Individual ◽  
The University

This paper explores whether or not our online social media persona is viewed as authentic. The selfie is a fundamental part of the structure of the online identity for young people in today’s digital world. The relationship between an individual’s self-identity in the physical face-to-face environment was analysed and compared to a carefully constructed, modified virtual representation in a selfie posted on social media platforms. Data was obtained through four focus groups at the University of Adelaide. Two key theoretical frameworks provide a basis for this study: Erving Goffman’s concept of the self as a performance, and Charles Horton Cooley’s concept of the looking glass self. In examining the focus group discussions in light of these two frameworks as well as associated literature, we conclude that the authenticity of the selfie as a way of visualising a social media persona is subjective and dependent on the individual posting a selfie. Ultimately, authenticity involves a degree of subjectivity. It was on this basis that focus group participants argued that selfies could be considered authentic expressions of identity.

When things go wrong: the implications for facilitators of work integrated learning placements in international destinations

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Deborah Agnew ◽  
Elizabeth Abery ◽  
Sam Schulz ◽  
Shane Pill
Keyword(s):  
Emotional Labor ◽  
Critical Incidents ◽  
Real Life ◽  
Integrated Learning ◽  
Analysis Model ◽  
Content Type ◽  
Work Integrated Learning ◽  
Staff Wellbeing ◽  
The University ◽  
The Impact

PurposeInternational work integrated learning (iWIL) placements for university students are widely promoted within universities. However, they cannot be offered and sustained without a great deal of time and effort; most commonly the responsibility of an assigned university facilitator. Preparation and support are essential for a positive student experience and iWIL outcome. However, not all experiences and outcomes are positive, or predictable.Design/methodology/approachPersonal vignettes of university iWIL facilitators are used to create a collaborative autoethnography (CAE) of experiences and outcomes where placements have been affected by unexpected or unprecedented “critical incidents” and the impact incurred on these academics. The vignettes are analyzed according to the Pitard (2016) six-step structural analysis model.FindingsAnalysis of the vignettes identifies a resulting workload cost, emotional labor and effect on staff wellbeing. Due to the responsibility and expectations of the position, these incidents placed the university iWIL facilitator in a position of vulnerability, stress, added workload and emotional labor that cannot be compared to other academic teaching roles.Practical implicationsIt is intended through the use of “real life” stories presented in the vignettes, to elicit consideration and recognition of the role of the iWIL facilitator when dealing with “the negatives” and “bring to light” management and support strategies needed.Originality/valueResearch is scant on iWIL supervisor experience and management of “critical incidents”, therefore this paper adds to the literature in an area previously overlooked.

scholarly journals Pharmacy Services beyond the Basics: A Qualitative Study to Explore Perspectives of Pharmacists towards Basic and Enhanced Pharmacy Services in Pakistan

2020 ◽  
Vol 17 (7) ◽  
pp. 2379 ◽  
Author(s):  
Muhammad Atif ◽  
Wajiha Razzaq ◽  
Irem Mushtaq ◽  
Iram Malik ◽  
Madiha Razzaq ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Healthcare System ◽  
Pharmacy Services ◽  
Drug Related Problems ◽  
Face To Face ◽  
Postgraduate Studies ◽  
Current Scenario ◽  
Barriers To Implementation ◽  
Effective Use ◽  
The University

Enhanced pharmacy services have been identified as a mechanism to address medicines and drug-related problems. The aim of the study was to explore the perspectives of practicing pharmacists on the scope of pharmacy service provision in Pakistan. This qualitative study was conducted at the Department of Pharmacy, the Islamia University of Bahawalpur (IUB). Face-to-face, in-depth interviews were conducted with practicing pharmacists at the university who were undertaking postgraduate studies. All interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. A total of 13 pharmacists were interviewed. The analysis of data yielded four themes and 12 subthemes. The themes included the current scenario of pharmacy services, the benefits of pharmacy services, barriers to implementation of pharmacy services, and strategies to improve their delivery. Pharmacist participants reported that patient-oriented pharmacy services have not been properly implemented in Pakistan. Pharmacists appear to be undertaking only conventional roles at various levels within the healthcare system. The participants indicated multiple benefits of patient-oriented pharmacy services, including safe and effective use of medicines, minimization of drug-related problems, and financial benefits to the healthcare system. Based on the findings, policy-makers are required to take the necessary steps to overcome pharmacist-related and policy-related barriers associated with the implementation of patient-oriented pharmacy services in Pakistan.

scholarly journals Work Integrated Learning and the Case for a “Student-Industry Network” in Undergraduate Construction Management Programs

2013 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Perry Forsythe
Keyword(s):  
Construction Management ◽  
Ad Hoc ◽  
Integrated Learning ◽  
Real World Application ◽  
Potential Synergy ◽  
Research Findings ◽  
Work Integrated Learning ◽  
Management Students ◽  
The University ◽  
Industry Network

The term “work ready graduates” is commonly used by Universities to describe students who have been well prepared and who can seamlessly enter professional practice. It is an ideal that is simpler said than achieved in reality. Students in construction management often work and study concurrently but this is often undertaken in an ad hoc way that does not derive the benefits of the potential synergy between the two. The paper explores the need to create such synergy by operationalising Work Integrated Learning concepts and the issues and conditions involved in implementing at the study-work interface for construction management students. The extant literature is used to build the case and identify relevant issues that need to be addressed in the context of contemporary higher education thinking. Research findings are presented from the perspective of the university sector, the student and the industry. Based on findings and insights from these stakeholders, the paper proposes a means of enabling Work Integrated Learning via a structured student-industry network. The brief for such a network is introduced with a view to real world application.

scholarly journals Determinants of Trust in Higher Education

2022 ◽  
Vol 30 (12) ◽  
pp. 9-31
Author(s):  
I. S. Kuznetsov
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Institutional Characteristics ◽  
Academic Excellence ◽  
University Management ◽  
Positive Effects ◽  
Student Trust ◽  
Two Factors ◽  
The Individual ◽  
The University

The article addresses the factors that influence students’ trust in the teachers, faculty administration and university administration. Establishing trusting relationships at the university leads to a number of positive effects: for example, it facilitates cooperation between members of educational organization, making them more united, open to communication and motivated; it is a prerequisite for academic excellence, high-quality higher education and loyalty. This is the reason of the researchers’ interest to this topic. However, the factors influencing students’ trust in teachers and university management have yet to be defined. This paper examines the individual, socio-economic and institutional characteristics of student trust. The emphasis is placed on subjective factors – the perception and assessment by young people of what happens with them in the learning process. It is shown that students’ trust in the teachers and university management is positively correlated with their justified expectations (satisfaction), regarding higher education, and negatively correlated with the course of study. The influence of gender is significant when students trust in the administration of the faculty, while the influence of family income is significant when they trust in the administration of the university. Moreover, the last two factors are regionally specific: their effects are significant only for the trust of students studying at Moscow and St. Petersburg universities.

An entrepreneurial view of universal work-integrated learning

2020 ◽  
Vol 62 (4) ◽  
pp. 393-411
Author(s):  
AnneMarie Dorland ◽  
David J. Finch ◽  
Nadège Levallet ◽  
Simon Raby ◽  
Stephanie Ross ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Integrated Learning ◽  
Community Partners ◽  
Content Type ◽  
Post Secondary ◽  
The Core ◽  
Program Of Study ◽  
Learning Ecosystem ◽  
Work Integrated Learning ◽  
The Individual

PurposeWork-integrated learning (WIL) has emerged as a leading pedagogy that blends theory with application. In recent years, policymakers, educators and practitioners have called for a significant expansion of WIL, one which would enable every undergraduate student has at least one WIL experience during their program of study. Despite these appeals, there remains a significant divide between the aspiration of universality and the realities. Consequently, the study asks the following question: How can post-secondary institutions expand their WIL initiatives to universal levels that deliver transformative learning?Design/methodology/approachIn this exploratory study, the authors leverage research from entrepreneurship and management to develop a conceptual model of universal work-integrated learning (UWIL). Entrepreneurship and management research is relevant in this context, as the rapid introduction of a UWIL has transformative implications at the level of the individual (e.g. students, faculty), organization (e.g. processes) and the learning ecosystem (e.g. partners, policymakers) — issues at the core of research in entrepreneurship and management over the past two decades.FindingsAt the core of the authors’ proposal is the contention that the high-impact talent challenge and the delivery of UWIL must be reframed as not simply a challenge facing educators, but as a challenge facing the broader ecosystem of the workforce and the larger community. The authors propose the implementation of UWIL through an open innovation framework based on five strategic pillars.Originality/valueUltimately, the findings the authors present here can be leveraged by all members of the learning ecosystem, including administrators, faculty, policymakers, accreditation bodies and community partners, as a framework for operationalizing a UWIL strategy. The study’s model challenges all members of this learning ecosystem to operationalize a UWIL strategy. This entrepreneurial reframing introduces the potential for innovating the delivery of UWIL by leveraging the broader learning ecosystem to drive efficiencies and transformative learning.

scholarly journals Identifying Effective Strategies for More Delegation of Authority to Managers: A Case Study

2020 ◽  
Vol 11 (4) ◽  
pp. 305-315
Author(s):  
Haniye Sadat Sajadi ◽  
Maryam Nazari ◽  
Leila Mounesan ◽  
Fatemeh Rajabi ◽  
Laleh Ghadirian
Keyword(s):  
Performance Appraisal ◽  
Monitoring And Evaluation ◽  
University Management ◽  
Face To Face ◽  
Effective Strategies ◽  
Delegation Of Authority ◽  
Important Barrier ◽  
Two Stages ◽  
The University ◽  
Managerial Level

Background and Objectives: It is difficult to run current organizations without delegating some of the authority to management levels. Despite the importance of delegating authority to managers, this seems to have been neglected in organizations. The aim of this study was to identify effective strategies for delegation of authority in Tehran University of Medical Sciences. Material and Methods: The present study was conducted in 2019 in two stages. In the first stage, existing strategies to increase the willingness of managers to delegate authority were extracted through a review study. In the second stage, by conducting 18 semi-structured face-to-face interviews and holding a focused group meeting, effective and appropriate solutions were identified to increase the desire of managers to delegate authority at the university from the perspective of stakeholders. At this stage, data were analyzed by thematic analysis method by 2 people. Results: The review of studies showed two groups of strategies at the organizational and individual levels to increase the willingness of managers to delegate authority. The effect of implementing the solutions has not been fully investigated in previous studies. In the analysis of qualitative findings, three themes (including the importance of delegation at the university management levels, barriers to delegation at university and effective strategies for delegation to administrators at the university) and four sub-themes (including clarification of the delegation process, teaching how to delegate, establishing methods Correct monitoring and evaluation and the use of motivational methods appropriate to the performance of managers) were identified. Conclusion: with regard to the most important barrier to delegation at the managerial level is process-related, it is suggested that the training method and process of performance appraisal and organizational reward be reviewed to increase skills and motivate further delegation. So that, measure the effectiveness and implementation considerations, it is recommended to conduct further studies on the effective implementation of strategies and to monitor and evaluate the effects of the implementation of strategies.

scholarly journals Investigating the effectiveness of mentorship in Work Integrated Learning : a case study of Office Management and Technology students at DUT and MUT

2021 ◽  
Author(s):  
◽  
Sinokholo Victor Mtiki
Keyword(s):  
Undergraduate Students ◽  
Personal Contact ◽  
Policy Statement ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Technology Students ◽  
Office Management ◽  
University Of Technology ◽  
Work Integrated Learning ◽  
The University

Internationally, work Integrated Learning (WIL) is a required component of the National Diploma in Office Management and Technology. WIL is undertaken by undergraduate students with the participation of the academic coordinator from the university and a workplace mentor. Issues around mentorship appear to be one of the main challenges. Mentorship, in this study, is understood to involve an interaction or agreement between student, workplace mentor and university WIL coordinator. The problem identified was that this system is known to lack coordination and focus. The study was conducted at the Durban University of Technology (DUT) and at Mangosuthu University of Technology (MUT). This research employed mixed methods. The quantitative method involved a questionnaire designed to gather the experiences of a sample size of 90 students in all. Semi-structured interviews were also held with the WIL academic assessors from the two Universities, in order to allow them to open up about some sensitive issues. Online open-ended questions were designed and sent to workplace mentors. Similar questions were asked of all the stakeholders. The study concludes that WIL generally lacks sufficient interaction between stakeholders and that therefore the desired outcomes of mentorship are not fully met. While students were satisfied on the whole with the organizations they worked for, they were less happy with the support the universities were providing. The statistics from the students’ questionnaire indicate that not all students were visited while on WIL, while workplace mentors indicated that they are not provided with appropriate guidance from the universities. Electronic communicative support by the universities also proved to be insufficient, with many students indicated that they are not happy with this personal contact they experienced. Manpower and workload were found to be the main challenges faced by the universities in providing sufficient support. There is only one WIL academic assessor responsible for all the students on WIL in each of the universities. The research suggests that the university’s WIL coordinators should undertake a round of visits to companies before the WIL period and, if they have facilities appropriate for offering experiential learning tasks, then they could be formally accredited for this purpose. It is also suggested that the universities offer workplace mentors more formal guidance and an induction programme. There could also be a policy statement as to how many contacts should be made with the students while on WIL. A suggestion is also made that WIL should take place in the second year as well as the third and, if possible, that the WIL period should be extended. All stakeholders confirmed that mentorship plays a huge role in the effectiveness of WIL and that closer interaction between stakeholders would be beneficial.

scholarly journals Strategies To Win: Six-Steps For Creating Problem Statements In Doctoral Research

2011 ◽  
Vol 2 (11) ◽  
Author(s):  
Kimberly D. Blum ◽  
Amy E. Preiss
Keyword(s):  
Doctoral Students ◽  
Education Students ◽  
Problem Statement ◽  
Step Method ◽  
Teaching Online ◽  
University Of Phoenix ◽  
Face To Face ◽  
Know How ◽  
Doctoral Research ◽  
The University

The problem in a doctoral dissertation is the most critical component of the study. (Creswell, 2004; Simon & Francis, 2004; Sproull, 1995). The problem explains the rationale for the study, validates its importance, and determines the research design. Many students do not know how to write a problem statement despite its importance (Simon & Francis, 2004). Currently no systematic process exists to teach students how to write a problem statement. The problem is compounded for distance education students who do not have face-to-face instructor contact. This article will present a six-step method for teaching online doctoral students how to write a problem statement. The process is used at the University of Phoenix Online School of Advanced Studies (SAS).

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