scholarly journals Evaluation of Collaborative Assessment of Work Integrated Learning

2016 ◽  
Vol 23 (1) ◽  
pp. 5 ◽  
Author(s):  
Judith McNamara ◽  
Elizabeth Ruinard
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Soft Skills ◽  
Legal Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Sector ◽  
Font Size ◽  
Education Curriculum ◽  
Work Integrated Learning

<p style="font-size: medium;" align="LEFT">The international trend towards an increasingly standards-based approach to higher education and the resultant focus on the assurance of learning in tertiary programs have generated a strong emphasis on the assessment of outcomes across the higher education sector. In legal education, curriculum reform is highly prevalent internationally as a result of various reviews of legal education. As legal education focuses more on the attainment of a broader set of outcomes encompassing soft skills, capabilities and attributes, more authentic assessment will need to be developed appropriate to this new environment, meaning that modes of assessment with strong application in real-life settings should be preferred.</p><p align="LEFT"> </p>

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

scholarly journals Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

2018 ◽  
Vol 9 (1) ◽  
pp. 62-83 ◽  
Author(s):  
Thanh Pham ◽  
Dat Bao ◽  
Eisuke Saito ◽  
Raqib Chowdhury
Keyword(s):  
Higher Education ◽  
International Students ◽  
Soft Skills ◽  
Relevant Literature ◽  
Skills Training ◽  
Communication Styles ◽  
Integrated Learning ◽  
Qualitative Review ◽  
Multicultural Diversity ◽  
Work Integrated Learning

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

scholarly journals The Culture of Violent Extremism in Universities of Khyber Pakhtunkhwa: Causes and Remedies

2021 ◽  
Vol VI (II) ◽  
pp. 12-22
Author(s):  
Sadia Fayaz
Keyword(s):  
Higher Education ◽  
Social Problem ◽  
Education Sector ◽  
Education Curriculum ◽  
Khyber Pakhtunkhwa ◽  
Economic Progress ◽  
The Social ◽  
Violent Extremism ◽  
Critical Mind

Violent Extremism and Radicalization is on the rise in the Universities of Khyber Pakhtunkhwa (KP). In the last decade, the crisis of students discipline has increased on campuses. Many incidents of violence and intolerance on campus are alarming for the higher education of Khyber Pakhtunkhwa. The education curriculum is insufficient to develop a mature and critical mind instead of making sectarian activists and extremists. To counter extremism, many laws and bills have been passed to control this social problem in our societies. The existence of such issues in the universities and education sector is very alarming because the youth is part of this sector. The education sector should be freed from such problems for the social, political and economic progress and development of the society. Thus this article highlights the issue and provides necessary recommendations to solve the problem.

Soft skills for sustainable employment of business graduates of Bangladesh

2019 ◽  
Vol 9 (3) ◽  
pp. 264-278 ◽  
Author(s):  
Mansura Nusrat ◽  
Nafia Sultana
Keyword(s):  
Higher Education ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Phase 1 ◽  
Relevant Literature ◽  
Real Life ◽  
Business Curriculum ◽  
Content Type ◽  
Business Graduates ◽  
Bonferroni Adjustment

Purpose The purpose of this paper is to examine whether soft skill requirements found in employer job postings (advertisements) within different roles of business are similar to the soft skills practically needed in the workplace and the perception of faculties at schools of business in Bangladesh. Design/methodology/approach A two-phased study was administered. Phase 1 involved reviewing the latest relevant literature and hundreds of job advertisements; and in phase 2, questionnaires were administered to elicit responses from executives and faculty members from different universities in Bangladesh. Judgment sampling and the snowball technique were used to develop the sample of 84 respondents with a response rate of 56 percent. In total, 15 soft skills were used to develop the instrument. Descriptive statistics and a Kruskal–Wallis test were performed to analyze the collected data, where factors that retained α at or below 0.05, a family-wise Bonferroni adjustment (Mann–Whitney U test) was applied. Findings All the mentioned soft skills are found to be desirable by the recruiters and faculties also agreed with them. However, there exist disparities on the perceived importance of four soft skills among faculties and recruiters, and a gap was found between the business curriculum and industry expectations from fresh-out business graduates. Originality/value This study could be a basis for future studies and would help business education institutions guide their students to master the skills, and to develop and prepare them for real life battle in the job market. Moreover, the study indicates the gap between executives’ expectations from the graduates and the institutional teaching provided by higher education institutions (for business majors), which would help practitioners reform their business curriculum to better ensure employability for their business graduates. Moreover, the study opens an avenue for further research in this field for implementing training programs for attaining the most desired soft skills among higher education institutions.

scholarly journals Developing students’ soft skills in the context of teaching foreign languages at higher education institutions

2020 ◽  
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Soft Skills ◽  
Peer Assessment ◽  
Methodological Issue ◽  
Real Life ◽  
Project Based Learning ◽  
Foreign Languages ◽  
Self Assessment ◽  
Grouping Students

The article deals with the methodological issue of building soft skills in the context of teaching modern foreign languages to students of higher institutions. The analysis of the available scientific and methodological research works devoted to the problem of developing students’ soft skills, especially in the process of teaching foreign languages, reveals that even though soft skills are crucial for securing employment of graduates they are still underdeveloped in the system of higher education, which results in a growing need for institutions of higher education to address the defined gap. The paper suggests some ways capable of bridging the gap and fostering the development of personal and interpersonal XXI century skills in the process of teaching foreign languages. It focuses on intra-curricular approaches to classroom management (e.g., pairing or grouping students) and methods and content of classroom activities (case study, debates, discussions, project-based learning, etc.), which have the potential to equip students with the core skills through real-life scenarios and different learning experiences. The author emphasizes that speaking and listening activities, being undoubtedly highly beneficial for soft skills development, are not the only ones that can be used to enhance learners’ soft skills. Students’ soft skills can be significantly improved while reading or writing, so the key point is to organically integrate diverse activities and teaching strategies. Therefore, before planning a class, teachers have to understand how soft skills are developed, choose what soft skills they want their students to learn, and select corresponding instructional methods and tools to model a situation in which soft skills could be naturally acquired. Particular emphasis is also placed on the question of how and what soft skills can be developed during self-assessment or peer-assessment practices. The article finishes with a few recommendations regarding possible aspects of further research.

scholarly journals PANCASILA AS A LEGAL SCIENCE PARADIGM

2019 ◽  
Vol 3 (2) ◽  
pp. 123
Author(s):  
Dini Amalia Fitri
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Legal Knowledge ◽  
Education Curriculum ◽  
Legal Science ◽  
The People ◽  
The World

The Pancasila legal paradigm is a legal category that is unique to Indonesia, but is universally objective. This jurisprudence is based on God Almighty. This jurisprudence is loaded with the values of Almighty God and other values in the frame of the value of Almighty God. The existence and existence of this legal knowledge for the people of Indonesia is a gift. To change the paradigm of higher education in the field of law, it must start by changing education fundamentally as a dynamic subject of the reality of people's lives so that understanding of law becomes holistic, visionary, and meaningful. One way to elevate Pancasila as the nation's identity and be known by the nations of the world, is by practicing the values contained in the five principles, by synergizing Pancasila values with the legal education curriculum in Indonesia, so that it will produce law graduates who live the values of Pancasila.

Scientific Realism and the Study of Higher Education Curriculum and the Student Experience

2016 ◽  
pp. 124-142
Author(s):  
Calvin Smith
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Structural Equation Modelling ◽  
Latent Variables ◽  
Structural Equation ◽  
Experimental Manipulation ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Equation Modelling ◽  
Work Integrated Learning

This chapter elaborates and exemplifies the use of Structural Equation Modelling (SEM) in the analysis of the effects of curricula designs on student learning and experience in higher education. A brief didactic account of the origins of structural equation modelling is used to expose and explore fundamental assumptions, metaphysical and ontological commitments, and alternative views in the field. This is followed by an exemplification of the method by use of a case study of its application in studying a higher education curriculum design (work-integrated learning). The chapter argues for the adoption of a realist account of latent variables on the basis that the constructs they represent are in principle manipulable, even though experimental manipulation is not typically a feature of research on curricula in higher education.

Adjusting Higher Education Competences to Companies Professional Needs

2017 ◽  
Vol 8 (1) ◽  
pp. 66-78 ◽  
Author(s):  
Joaquim Alves ◽  
Natércia Lima ◽  
Gustavo Alves ◽  
Francisco J. García-Peñalvo
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Soft Skills ◽  
Student Perspective ◽  
Industrial Companies ◽  
Professional Needs ◽  
Informal Feedback ◽  
Work Integrated Learning ◽  
A Company ◽  
Academic Year

This work reports the incorporation result of a Work Integrated Learning (WIL) Program in the two-years master's degree in Instrumentation and Metrology Engineering (MEIM) held at the School of Engineering, Polytechnic of Porto (ISEP). The procedure developed to find internships in industrial companies and institutions, which have needs for engineers in the areas of instrumentation and metrology is displayed. The authors also present the information on the situation of students that, by the end of the first academic year, could get enrolled in the curricular unit Dissertation/Project/Professional Training (opting either for a professional internship in a company or by a research project conducted in ISEP laboratories). In order to understand the benefits and impact of a WIL program, from a student perspective, students were asked to answer a questionnaire. Lastly, the results achieved during the study period are presented, including the student reported outcomes (from the questionnaire), as well as the informal feedback from students and companies' supervisors. The good results achieved, regarding the development of theoretical-practical competencies as well as generic or soft skills, during the master's, were also confirmed by the fact that students are hired by the companies to continue their work after the end of professional training.

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