scholarly journals The Impact of Prior Work-Experience on Student Learning Outcomes in Simulated Internships

2020 ◽  
Vol 17 (4) ◽  
pp. 44-61
Author(s):  
Leopold Bayerlein ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Work Experience ◽  
Affective Learning ◽  
Learning Needs ◽  
Prior Work ◽  
Structured Interviews ◽  
Challenges And Opportunities ◽  
Prior Literature ◽  
The Impact

In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical importance of such an evaluation, prior literature has thus far focused on theoretically based evaluations and comparisons of simulated internships, with empirical evidence being largely absent from the literature. Using a series of semi-structured interviews with students, the current paper shows that the evaluated simulation was generally able to develop cognitive, skill-based, and affective learning outcomes, and that students’ learning outcomes were strongly influenced by their prior real-world work-experience. In addition, the paper also shows that the lived experiences of students within the simulation were much more multifaceted and diverse than anticipated in the prior literature. The findings of this paper are relevant for higher education providers and students planning to undertake a simulated internship, or other non-placement WIL activity. Potential challenges and opportunities for different groups of students arising in the analysed simulation are identified and discussed.

Can academic leadership competencies have effect on students' cognitive, skill and affective learning outcomes? Higher education perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Omaymah Radwan ◽  
Simin Ghavifekr ◽  
Ahmad Zabidi Abdul Razak
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Learning Outcomes ◽  
Affective Learning ◽  
Leadership Competencies ◽  
Cognitive Skill ◽  
Academic Leadership ◽  
Academic Leaders ◽  
Content Type ◽  
The Impact

PurposeThe main purpose is to analyse the effect of academic leadership competencies (LCs) on student learning outcomes (SLOs) in terms of cognitive, skill and affective aspects.Design/methodology/approachThe study utilised quantitative research that focussed on correlation design by randomly distributing questionnaires containing 53 items to a total of 496 faculty members in Saudi Arabia public higher education institutions (HEIs). The data was analysed using SPSS (V.24) and SEM-AMOS.FindingsResults show a direct and significant effect of academic LC on students' cognitive, skill and affective learning outcomes in public HEIs.Research limitations/implicationsThe main limitation was that the participants of public HEIs were from Saudi Arabia. However, the findings have provided valuable understandings and a comprehensive conclusion about the impact of academic LC on SLOs in terms of cognitive, skill and affective aspects. The study recommended that different LC should be further developed. Future studies proposed to investigate the factors that support academic leaders to affect SLOs directly in HEIs.Originality/valueThe findings contribute to the body of knowledge regarding the significant and direct effect of academic LC on SLOs in HEIs. The findings have the potential to reflect positively on the academic leaders in public HEIs. The findings act as a guide for HEIs in terms of the importance of academic LC for having desirable SLOs. This study is crucial for educational policymakers and practitioners of academic leadership as the academic leaders' effort will greatly contribute to the HEIs as well as the nation's development in general.

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals Antecedents of Job Performance of Tourism Graduates: Evidence from State University-Graduated Employees in Sri Lanka

2019 ◽  
Vol 10 (18) ◽  
pp. 16-34 ◽  
Author(s):  
Ruwan Ranasinghe
Keyword(s):  
Higher Education ◽  
Job Performance ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Work Force ◽  
Tourism Industry ◽  
Equation Modeling ◽  
Tourism Education ◽  
Industry Needs ◽  
The Impact

Each one in eleven jobs in the world are from tourism sector where a well trained, educated and skilled work force is mandetory. Despite the growth in provision of tourism higher education during past 40 years, uncertainties remain about the content and nature of tourism degrees and how these are aligned with tourism industry needs. Substantial evidence is available on designing tourism higher education curriculum but the extent to which tourism higher education meets the industry needs and the job performance of the graduates has not yet been closely investigated. This study aims to identify the impact of tourism education on the job performance of the tourism graduates. Self-administered questionnaire fielded across the Island secured 260 public sector university tourism graduates response. Data was analyzed using Structural Equation Modeling in Smart-PLS-3. The study found learning outcomes have a moderate positive relationship on job performance. Tourism graduates showed optimistic perception about tourism education in meeting industry requirements. As recommendations tourism curriculum must be well planned and enriched with supplementary practical exposure. Faculty members must provide a great support for the undergraduates in accomplishing their carrier objectives and the learning outcomes. Conducive learning environment should be facilitated to reach learning outcomes smoothly.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals MODEL PEMBELAJARAN INKUIRI TERBIMBING BERWAWASAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Maria Agatha Hertiavi
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
High Gain ◽  
Learning Activities ◽  
Learning Needs ◽  
Inquiry Skills ◽  
Development Method ◽  
Psychomotor Learning ◽  
Three Stages

  Background: Survey of researchers in SMP N 38 Semarang, it turns out there are still many teachers who use conventional learning methods and combinations of several methods have not involved students' cognitive, affective, and psychomotor aspects. Learning activities are still dominated by teachers. This resulted in students tend to be passive and the classroom atmosphere became teacher centered. To overcome this problem learning needs to be varied so that the learning process activates students more. Method: The study was conducted through the development method (research and development) which consisted of three stages, namely introduction, development, and evaluation. Results: Based on data analysis, cognitive learning outcomes reached 71.4% completeness with the results of the Gain Test of 0.71 (high gain category). Psychomotor learning outcomes achieved 74.60% achievement, achievement of affective learning outcomes was 73.39% while inquiry skills gained 71.52%. Conclusion: Based on the achievement of learning outcomes, it can be concluded that the devices developed are considered effective. Positive responses of students to teaching materials were 86.40%, while the positive responses of students to LKS reached 87.46%. This means that learning devices developed can be applied in learning.

The effectiveness of a sensory modulation workshop on health professional learning

2016 ◽  
Vol 11 (5) ◽  
pp. 317-331 ◽  
Author(s):  
Gilbert Azuela ◽  
Linda Robertson
Keyword(s):  
Mental Health ◽  
Learning Outcomes ◽  
Work Experience ◽  
Reference Group ◽  
Health Staff ◽  
Sensory Modulation ◽  
Mental Health Staff ◽  
Essential Information ◽  
Content Type ◽  
The Impact

Purpose Workshops are commonly used to up-skill staff and their usefulness can be determined by measuring whether or not learning needs have been met and, in particular, whether attitudes have changed. In the field of mental health, sensory modulation workshops have been introduced to educate staff about preventative measures that reduce the use of seclusion and restraint for service users with challenging behaviours. The purpose of this paper is to evaluate the impact of such a workshop. Design/methodology/approach A one-day workshop was developed based on a review of the literature and feedback from previous workshops, and with input from an industry-based reference group. An evaluation tool was designed to measure the learning outcomes, i.e., the knowledge, skills, and attitudes of the 23 participants. The Statistical Package for the Social Sciences (SPSS v20) was used to analyse the data. Multi-variate analysis of variance was used to determine the relationship between variables. Findings A significant increase in the knowledge, skills, and attitudes of mental health staff was identified after the one-day workshop (F=106.346, df=1, p<0.000). When considering which participants showed most benefits, it was shown that the demographics had no effect, i.e., education level, practice discipline, years of work experience in mental health, and previous sensory modulation training. Practical implications Measuring learning outcomes provides essential information about whether or not the learning objectives have been met. This allows future workshops to be tailored to ensure that the learning opportunity is at the correct level for the learners. More traditional evaluations that elicit the views of the content covered and teaching methods should additionally be used to supplement this information. Originality/value Workshops are often evaluated on the basis of the participants’ subjective response to a quick questionnaire. Developing a tool to measure outcomes is a more effective way to determine what has been learned and to ensure that positive outcomes for individuals and their organisations can be reached.

Examining the Factors Shaping the Debate Around the Globalization of Higher Education

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Vlasios Sarantinos
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Education Sector ◽  
African Continent ◽  
Colonial Legacy ◽  
The World ◽  
Challenges And Opportunities ◽  
The Impact

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.

Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

2011 ◽  
Vol 40 (2) ◽  
pp. 113-130 ◽  
Author(s):  
Kathleen Gradel ◽  
Alden J. Edson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Outcomes ◽  
Solution Sets ◽  
Face To Face ◽  
Technology Tools ◽  
Interactive Product ◽  
Training Resources ◽  
Collaborative Publishing ◽  
The Impact

This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both engagement and learning outcomes of trainees in face-to-face opportunities. These same tools—if used planfully—can build “cookie crumb trails” that facilitate trainees' post-training access to and interaction with training resources. Two primary solution sets are proposed, outlining both tools and use of (a) cloudbased “launch pads” and (b) interactive product building, with collaborative publishing. After reviewing solutions, an integrated picture of their use is presented, followed by implementation recommendations.

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