The Importance of Personal Effectiveness Training in University Master Courses

2020 ◽  
pp. 133-165
Author(s):  
Carol Leroy
Keyword(s):  
Integrated Learning ◽  
Initial Training ◽  
Professional Integration ◽  
Self Reflection ◽  
Personal Effectiveness ◽  
Program Approach ◽  
Work Integrated Learning

For the team manager function, building the required posture of assertiveness and self-construction requires identity conversions that cannot be achieved without reflexivity, nor philosophical spirituality. Self-reflection allows the construction of one's own trajectory, and the possibility of a positive encounter between one's own dynamics and that of others. This new professional posture questions the role of initial training through all the aspects that must guarantee the success of student socio-professional integration and give the opportunity of implementing the expected skills on a job start. This chapter describes the possible modalities of personal efficiency learning at university by describing the construction of a pedagogical course mixing competency approach and program approach within a work-integrated learning.

A Critical Analysis of Multi-Logical Synergies

2021 ◽  
pp. 137-165
Author(s):  
Trevor Gerhardt ◽  
Ashton Wallis ◽  
Frasier Crouch
Keyword(s):  
Leadership Style ◽  
Generation Y ◽  
Critical Analysis ◽  
Labour Markets ◽  
Integrated Learning ◽  
Generation Z ◽  
Generational Studies ◽  
Work Integrated Learning ◽  
Support Students

Generation Y and Generation Z are the new emerging labour. Education, labour markets, work-integrated learning (WIL), and generational studies are all complex conceptualisations and present unique challenges. The chapter explores the nature of these synergies as they respond to these challenges. The chapter from a UK perspective addresses the labour challenges from a WIL, leadership, and CSR perspective. It incorporates the work and perceptions of GenY authors and applies a unique methodology to respond to the challenges with which it engages. Using auto/biographic bricolage, questionnaires, and interviews, insight gained is reflected upon in terms of addressing these challenges. The chapter concludes that Generation Z have had significantly different leadership style experiences and are not as ethically minded as scholarship depicts. The chapter then concludes reflecting upon the role of the supervisor and WIL facilitators on how they could better support students facing these challenges.

scholarly journals Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence

2019 ◽  
Vol 8 (2) ◽  
pp. 188 ◽  
Author(s):  
Amar Hisham Jaaffar ◽  
Hazril Izwar Ibrahim ◽  
Jegatheesan Rajadurai ◽  
M. Sadiq Sohail
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Psychological Impact ◽  
Self Esteem ◽  
Integrated Learning ◽  
Self Confidence ◽  
Psychological Attributes ◽  
Work Integrated Learning ◽  
The Relationship

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated  that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence.  Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.

scholarly journals Beyond Employability: Defamiliarizing Work-Integrated Learning with Community-Engaged Learning

2020 ◽  
Vol 5 (3) ◽  
pp. 21-41
Author(s):  
Honor Brabazon ◽  
Jennifer Esmail ◽  
Reid Locklin ◽  
Ashley Stirling
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Learning Objectives ◽  
Institutions Of Higher Education ◽  
Integrated Learning ◽  
Engaged Learning ◽  
Self Reflection ◽  
Canadian Context ◽  
Work Integrated Learning ◽  
Self Examination

Within the context of an increasing interest in forms of work-integrated learning (WIL) among governments and institutions of higher education, this essay explores the relation between WIL and community-engaged learning (CEL) in order to argue that the structural and self-critique apparent in much CEL scholarship can serve as a model to WIL scholars and practitioners. CEL has undergone a rigorous process of self-examination in recent years, a process that has encouraged its advocates to think carefully about their core assumptions, appropriate learning objectives, and best practices in the field. In this way, we argue, whether or not CEL is classified as a form of WIL, it can serve to defamiliarize many of WIL’s assumptions and to invite self-reflection in the field as a whole. In the first half of the essay, we provide background for the conversation, first in the Canadian context, and then in the broader scholarship of CEL. In the second half, we offer three case studies that illustrate both the distinctive characteristics of CEL and, in the last case, how these characteristics might strengthen the practice of traditional WIL. 

scholarly journals Through the lens of work-integrated learning: Staff experiences of participating in person-centredness coach training in a Swedish hospital

2020 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Catrin E. Alverbratt ◽  
Charlotte T. Almkvist Hall
Keyword(s):  
Health Care ◽  
Integrated Learning ◽  
Individual Interviews ◽  
Long Time ◽  
Practical Development ◽  
Development Area ◽  
Work Integrated Learning ◽  
Staff Experiences ◽  
Coach Training

Background/Objective: Over the past decade, many scientific articles have focused on the importance of person-centred care (or person centredness) in the health care sector. In practice, however, person centredness is difficult to operationalise. Thus, the role of “person-centredness coach” was created in a Swedish hospital to provide information, education, and reflection on person centredness. The aim was to describe this new role of a person-centeredness coach, and how the coaches experienced the development of a person-centred working method.Methods: Qualitative semi-structured individual interviews were conducted with nine nursing staff. The data were analysed using inductive content analysis.Results: The analysis resulted in three categories with seven subcategories: an eye opener (with the subcategories of a welcome change and person centredness throughout the organisation); an obstacle with potential (with the subcategories of theoretical vs. practical development of person centredness, difficulties in developing person centredness and proposals for promoting patient participation); and a challenging role (with the subcategories of necessary but a role that takes a long time to develop and the importance of favourable conditions).Conclusions: The person-centredness coaches believed that the person-centred approach was important and that it should be the foundation of all care work within health care but, despite this, had difficulty in integrating person centredness into their practice. The person-centredness coaches found the coach training rewarding. They perceived that, from a learning perspective and through the lens of work-integrated learning, the results could be related to creating praxis, which may be seen as a development area for further research in operationalising person centredness.

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