scholarly journals Chemistry Student Perceptions of Transferable & Workplace Skills Development

2016 ◽  
Author(s):  
Dylan P Williams ◽  
Sandeep Handa
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Time Management ◽  
Chemistry Education ◽  
Oral Communication ◽  
Skills Development ◽  
First Year Students ◽  
Workplace Skills ◽  
Transferable Skills ◽  
Perceived Importance

The perceptions of transferable and workplace skills development of year one and two chemistry undergraduate students at the University of Leicester were measured using two questionnaires. This group of students is taught be a variety of approaches including Problem and Context Based Learning (C/PBL). Over 60% of respondents agreed that all discipline specific and transferable skills included in the first questionnaire were important skills for chemistry graduates to have. The perceived importance of most skills does not vary between year groups but there are small increases in perceived importance for most transferable skills. In a separate questionnaire, first year students were asked to rate their skills development following a series of Context and Problem Based Learning (C/PBL) activities. "problem solving", "time management", "working in a team“ and "oral communication" were the most developed skills based on student responses. This element of the study also provided evidence to suggest that students believe the “real-world”, authentic nature of C/PBL problems may be an important factor in determining the extent of skills development.Keywords: Transferable skills, Workplace skills, Employability, Chemistry education

Undergraduate accounting students: prepared for the workplace?

2015 ◽  
Vol 8 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Jane Towers-Clark
Keyword(s):  
Student Perceptions ◽  
Career Planning ◽  
Oral Communication ◽  
Accounting Students ◽  
Skills Development ◽  
Student Perspective ◽  
Content Type ◽  
Team Working ◽  
Stakeholder Perspective ◽  
Perceived Relevance

Purpose – This paper aims to explore and investigate student perceptions as to what generic skills they considered were important for accountants and to what extent these skills were developed by their programme of study. Design/methodology/approach – Data gathered from 357 UK undergraduate accounting degree graduates were used to develop insights into perceived relevance of current skills development and provided a basis for developments of the programme to better meet student skills development in preparation for them being accountants. Findings – Areas determined as requiring further development within the programme to better meet perceived required skills of accountants are those of team working, oral communication, interpersonal and career planning and interviewing skills. Research limitations/implications – Conclusions drawn are only from a student perspective and do not reflect wider stakeholder perspective. Practical implications – This study sought to understand what skills students perceive could benefit from development within the programme. Social implications – The motivation for this study was to respond to criticism that students on graduation were not achieving desired level of skills that would be important to their chosen field. Originality/value – Further skills including leadership, entrepreneurship and conflict management were skills perceived by students as important for their current employment.

scholarly journals No Campus Life for Us: Personal Reflections of First-Year Students at a Malaysian University

2021 ◽  
Vol 9 (6) ◽  
pp. 144-158
Author(s):  
Ireena Nasiha Ibnu ◽  
Wan Hartini Wan Zainodin ◽  
Faizah Din
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Time Management ◽  
First Year ◽  
First Year Students ◽  
Face To Face ◽  
Narrative Study ◽  
Qualitative Technique ◽  
Personal Reflections ◽  
Study Offer

The purpose of this qualitative study was to look into the online learning experiences of first-year communication and media students. The study was conducted by gathering 45 written reflection papers from first-year undergraduate students covering their opinions, challenges, and feelings about online learning. NVivo 12 was used to analyse the contents of these reflection papers. The findings of this reflective narrative study offer valuable insights into how first-year communication and media students perceive online learning classes in higher education, the challenges of working with new virtual classmates, the adjustment and role as student and daughters at home, as well as their mental health and emotional feelings towards online learning. Students learned vital lessons about time management, environmental awareness and independence as a result of these experiences. Students experienced anxiety and were demotivated as a result of the lack of face-to-face interaction and effective self-introduction with new peers. Most importantly, they were dissatisfied because they had lost out on the experiences of living on campus during their first year of study. Furthermore, this research looked into another component of the qualitative technique, which is a reflective method to study the first-year students’ experiences with online learning in a Malaysian public university, an insight that can be useful for both lecturers and students.

scholarly journals A New Method of Assessing the Effects of a Service-Learning Class on Engineering Undergraduate Students

2014 ◽  
pp. 29-47
Author(s):  
Patricia Maloney ◽  
Lauren Dent ◽  
Tanja Karp
Keyword(s):  
Service Learning ◽  
Student Perceptions ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Time Management ◽  
Interpersonal Skills ◽  
State University ◽  
Post Test ◽  
Assessment Of Student Learning ◽  
Growth Assessment

Increases in engineering service learning courses and enrolled undergraduates necessitate further research and recommendations concerning the assessment of student learning and growth. Assessment of such growth may be difficult in service learning courses because of the types of skills it fosters: interpersonal skills, critical thinking, and other professional skills not easily tested for in a classroom. Some previous attempts at assessment were predominantly standards-based and designed to measure what researchers thought students should gain from the course, rather than being based in what students thought. In this paper, we first ask students what skills they learned in service learning, determine their thoughts about the usefulness of different kinds of assessment, and then use their words to construct a naturalistic assessment that can serve as a pre- and post-test to measure growth in engineering service learning courses. The data come from 96 students and three semesters of a service learning section of a large Introduction to Engineering course at a large state university. Overall, we conclude that students perceive that they have grown at statistically significant levels in communication skills, teamwork, leadership, time management, and other engineering skills noted below. We argue that student perceptions of growth matter for their persistence in engineering and resilience after professional or academic setbacks.

scholarly journals Time Management Skills of University Students

2021 ◽  
Vol 11 (1) ◽  
pp. 139-147
Author(s):  
Muhammet İbrahim Akyürek
Keyword(s):  
University Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Time Management ◽  
Economic Status ◽  
State Universities ◽  
State University ◽  
Management Skills ◽  
Medium Level ◽  
Time Planning

The purpose of this study is to determine university students' perceptions of their time management skills. The research sample is composed of 384 undergraduate students studying in state universities located in various Turkish cities during the 2016-2017 academic year. The Time Management Questionnaire (TMQ) was used in the collection of the data, which was developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Koçak (2002). It was found that students rated their time management skills as being at the "medium-level". In addition, it was concluded that there was no significant gender-related difference in their perceptions of their skill level in time management. While their perceptions of "time-attitudes" and "time-wasters" differed by gender, no such difference was found regarding their perceptions of "time planning". The study included only state university students as the research group. Similar studies regarding time management skills can be conducted with students or educators in different types of educational settings and levels of education. Furthermore, this study analyzed student perceptions of their own time management skills only by the gender variable. However, their perception of these skills can also be analyzed by other demographic variables such as socio-economic status, age, and department of study.

scholarly journals The Good, the Bad and the Unthinkable of Learner Autonomy in EFL

LETRAS ◽  
2020 ◽  
pp. 115-144
Author(s):  
Henry Sevilla Morales
Keyword(s):  
Foreign Language ◽  
Time Management ◽  
Oral Communication ◽  
Learner Autonomy ◽  
First Year ◽  
Self Awareness ◽  
First Year Students ◽  
Self Evaluation ◽  
Student Portfolios ◽  
Validity Measures

This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.

Why Don’t We Just Ask Them? A Qualitative Study Regarding College Student Perceptions on What Topics Should Be Included in an Introductory Health Course

2020 ◽  
pp. 237337992092619
Author(s):  
Kristen Brewer ◽  
Aaron Diehr ◽  
Kadi Bliss
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Time Management ◽  
Liberal Arts ◽  
Sleep Time ◽  
Personal Health ◽  
Liberal Arts University ◽  
Course Content ◽  
Health Course ◽  
Academic Year

Student perceptions and opinions regarding the relevance of course content can influence their desire and motivation to learn. Instructors can benefit from including content relevant to students’ lives, possibly leading them to take a greater interest in gaining knowledge and applying the material. This study aimed to investigate the health topics included in an introductory health course offered at a medium-sized, public liberal arts university in Tennessee and to explore perceptions of current undergraduate students regarding the relevance of those topics. Over the 2018–2019 academic year, four focus groups were conducted with 14 students who discussed their perceptions, opinions, and experiences of the course and offered suggestions regarding topics they thought should be incorporated in future iterations of the course. Participants wished that topics currently covered in the course, such as nutrition and fitness, would incorporate more experiential learning to provide greater applicability to their lives as college students. Students also expressed a desire for greater coverage of topics that they considered particularly relevant to their lifestyle and health, such as mental health, sleep, time management, and decision making. Information from this study can be used to help develop course content for undergraduate personal health courses so students can feel more connected to the material.

scholarly journals INVESTIGATING DIFFERENCES BETWEEN INSTRUCTOR EXPECTATION AND STUDENT WORKLOAD IN UNDERGRADUATE ENGINEERING

2020 ◽  
Author(s):  
Sarah Wentling ◽  
Chirag Variawa
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Engineering Students ◽  
Relevant Information ◽  
First Year ◽  
Specific Class ◽  
First Year Students ◽  
Program Coordinators ◽  
Average Student ◽  
Do So

For the past two years at the University of X, first-year engineering undergraduate students have been asked to fill out workload questionnaires. These questionnaires were sent to random samples of the first-year class weekly, where they were prompted to answer questions regarding how much time they devoted outside of the classroom to each particular class. Workload data for 2018 and 2019 showed upward of 30 hours of work outside of the classroom, after the first few weeks of classes once major assignments and examinations began. Evidence in the literature [1,2] suggests that university students face a shortage of time, specifically with first-year students lacking the essential time management skills to be efficient.  In the present study, we aim to find a correlation between how long the first-year engineering students spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on their course that week, given what assessments are in that week.  Through analyzing multiple courses, we expect to find a relationship that would suggest whether the hours students spend on assignments is less than, equal to, or greater than what instructors expect for first-year engineering students at University of X to spend. The outcome of this analysis would be beneficial to understand the workloads as perceived by professors and experienced by first-year engineering students. Furthermore, it can highlight potential misjudging of difficulty of each course and assignment, helping instructors to update their expectations and propose fair deadlines and grades for assessments. It can also assist program coordinators to distribute major assessments better towards a steadier and more manageable workload for the students. The students can also benefit from the findings to understand their time commitments.  

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

A Corporate Tax Return Simulation: Utilizing Electronic Work Papers and Resolving Ambiguous Issues

2017 ◽  
Vol 32 (4) ◽  
pp. 61-80 ◽  
Author(s):  
Ellen E. Best ◽  
Jennifer Kahle Schafer
Keyword(s):  
Critical Thinking ◽  
Time Management ◽  
Phase 1 ◽  
Oral Communication ◽  
Learning Approaches ◽  
Missing Information ◽  
Management Skills ◽  
Corporate Tax ◽  
Management Communication ◽  
Two Phases

ABSTRACT Practitioners routinely note that new staff lack documentation skills, communication skills, and strong Excel skills. Further, new staff report critical-thinking, written and oral communication, teamwork, and project management skills deserve greater emphasis in Master of Accountancy programs. The AICPA's (2014) Model Tax Curriculum suggests that active learning approaches be used to enable students to build communication, critical-thinking, and interpersonal skills. This case uses a realistic corporate tax return preparation experience to address these criticisms by focusing on four main areas: time management, communication, research, and technical skills. The case is divided into two phases. In Phase 1, students review client information, generate requests from the client for missing information, keep a log of hours spent on the project, research ambiguous issues, meet with the project “senior” to obtain guidance, and prepare electronic work papers. In Phase 2, students incorporate feedback from the senior's review of their work papers to make corrections, prepare a corporate tax return, and create a client letter. Student feedback about the project is positive.

Sign in / Sign up

Export Citation Format

Share Document