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Pedagogies for employability: understanding the needs of STEM students through a new approach to employability development 就业能力教育:通过就业能力发展的新方法了解STEM学生的需求
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1847162
D. Bennett, E. Knight, A. Dockery, S. Bawa
ABSTRACT Labour market trends and the economic impacts of COVID-19 are elevating the importance of knowledge as a factor of production whilst concurrently eroding traditional forms of employment. Mindful of the implications for higher education, this study approached employability development as ‘the ability to find, create and sustain meaningful work across the career lifespan’. The study was grounded in social cognitive theory and adopted a metacognitive approach to employability. Data were generated through an online self-assessment completed by 12,576 students enrolled with Australian universities. Data from science, technology, engineering and mathematics (STEM) students were compared with those from students in non-STEM fields. STEM students differed in several key employability traits. The paper highlights the need to promote more nuanced occupational literacy about the future of work alongside awareness that STEM skills and capabilities are valued across multiple sectors and roles. Opportunities and challenges for embedding a pedagogy for employability are discussed.
摘要劳动力市场的趋势和新冠肺炎的经济影响正在提升知识作为生产要素的重要性,同时也在侵蚀传统的就业形式。考虑到对高等教育的影响,这项研究将就业能力发展视为“在整个职业生涯中寻找、创造和维持有意义工作的能力”。该研究以社会认知理论为基础,采用元认知方法研究就业能力。数据是通过12576名在澳大利亚大学注册的学生完成的在线自我评估生成的。将科学、技术、工程和数学(STEM)学生的数据与非STEM领域学生的数据进行了比较。STEM学生在几个关键的就业能力特征上存在差异。该论文强调,需要促进对未来工作的更细致的职业素养,同时认识到STEM技能和能力在多个部门和角色中受到重视。讨论了嵌入就业能力教学法的机遇和挑战。
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引用次数: 9
Pedagogy-walk the walk, don’t talk the talk. An opinion piece 教育学走着瞧,不说不说。一篇评论文章
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1759119
Tim Young
ABSTRACT In this opinion piece I reflect on an inspiring 2019 Advance HE STEM conference in Birmingham. In doing so I identify the term pedagogy as one aspect which ran contrary to the noble aspirations of the conference. I outline my own perspective as both an insider and outsider in my role of a Teacher-Practitioner. I use this vantage point to outline the background to the term pedagogy together with its suggested alternatives. I review the roots of the word itself to suggest that instead of overusing the term pedagogy, we should focus more on the journey of education we are privileged to share with our students.
在这篇评论文章中,我回顾了2019年在伯明翰举行的一场鼓舞人心的高级高等教育STEM会议。在这样做时,我认为教育学一词是与会议的崇高愿望背道而驰的一个方面。在我作为教师实践者的角色中,我概述了自己作为内部人士和外部人士的观点。我利用这个优势来概述教育学这个术语的背景以及它的建议替代方案。我回顾了这个词本身的词根,建议我们不要过度使用教育学这个词,而应该更多地关注我们有幸与学生分享的教育历程。
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引用次数: 0
Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning 关于演讲厅设备使用、学术表演和学习的三个学科之间的比较
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1797522
M. Limniou, D. Duret, C. Hands
ABSTRACT This investigation explored students’ learning behaviour from three different disciplines in relation to the student personal device usage in a lecture theatre environment and its impact on learning and academic performance. 163 Psychology, 253 Life Sciences and 83 Veterinary Science students participated in this study by completing a questionnaire. Differences between the three disciplines have been identified regarding the device usage, (non)/learning activities and multitasking in a lecture theatre. The findings of this investigation contradict previously published literature regarding the student academic performance and the use of their own devices in a lecture theatre, as there was no difference amongst the students from the same discipline. Student learning experience is linked to their individual learning characteristics which may be connected to course characteristics and teaching approach. This study raises questions about the students’ behaviour to bring their own devices in a lecture theatre and its implication on multitasking and teaching approaches.
摘要本研究探讨了三个不同学科的学生在课堂环境中使用个人设备的学习行为及其对学习和学业成绩的影响。163名心理学、253名生命科学和83名兽医学学生通过填写问卷参与了这项研究。已经确定了这三个学科在设备使用、(非)/学习活动和演讲厅多任务处理方面的差异。这项调查的结果与之前发表的关于学生学习成绩和在演讲厅使用自己的设备的文献相矛盾,因为来自同一学科的学生之间没有差异。学生的学习体验与他们的个人学习特点有关,而个人学习特点又可能与课程特点和教学方法有关。这项研究提出了关于学生在演讲厅携带自己的设备的行为及其对多任务处理和教学方法的影响的问题。
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引用次数: 9
Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective 理解商学院本科生就业能力嵌入式课程的教学要点:多代群体视角
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1846134
D. Yawson, F. Yamoah
ABSTRACT The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.
就业能力和代际效应的概念是商业教育管理研究背景下的新兴学科,但它们在课程开发和丰富中的补充作用尚未得到探索。本研究采用与工作相关的就业能力课程,以267名不同代际的商学院本科生为对象,从学生利益相关者的角度考察了就业能力嵌入式课程中与工作相关的学习成果的代际效应。本研究显示,学生在不同年龄阶段的认知差异以X、Y、Z世代为代表,这也产生了不同的代际学习机会,各具特色。我们确定,多代大学生群体期望在设计和嵌入与工作相关的就业能力课程的同时,进行情境化的就业能力相关教学。我们表明,当不同的代际学习环境被纳入课程开发、交付和评估时,就业能力嵌入式课程可能会改善学生的就业能力决策。
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引用次数: 6
Facilitating service-learning through competencies associated with relational pedagogy: a personal reflection 通过与关系教学法相关的能力促进服务学习:个人反思
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1820886
Theresa A. Chika-James
ABSTRACT Service-learning is identified as a high-impact teaching practice as it aids the development of business knowledge, human skills and civic responsibility amongst students. In spite of the benefits of service-learning, there are few studies that indicate the relational competencies of faculty members used to facilitate service-learning. This study shows how four relational competencies associated with relational pedagogy: care, interpersonal communication, an attentive presence and trust, facilitated service-learning amongst undergraduate students. Data for this study were drawn from personal reflections of teacher-student interactions during a service-learning course in change management. Findings show that although the demonstration of relational competencies associated with relational pedagogy created a conducive learning space that enabled students to gain practical knowledge, not all students in the study welcomed this approach. Based on the findings of this study, this article provides suggestions to educators in higher education engaged in service-learning and directions for further research.
摘要服务学习被认为是一种具有高度影响力的教学实践,因为它有助于学生发展商业知识、人际技能和公民责任。尽管服务学习有好处,但很少有研究表明教师的关系能力用于促进服务学习。本研究展示了与关系教育学相关的四种关系能力:关怀、人际沟通、专注和信任,如何促进本科生的服务学习。本研究的数据来源于在变革管理服务学习课程中师生互动的个人反思。研究结果表明,尽管与关系教学法相关的关系能力的展示创造了一个有利的学习空间,使学生能够获得实践知识,但并非所有研究中的学生都欢迎这种方法。基于本研究的结果,本文为从事服务学习的高等教育工作者提供了建议和进一步研究的方向。
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引用次数: 7
Foodways, community, and film-making: a case study of funds of knowledge in higher education 食物、社区和电影制作:高等教育知识基金的案例研究
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1841569
Mashael Alharbi, Yuen Sze Michelle Tan, C. O. Lo
ABSTRACT Undergraduate students can develop different bodies of knowledge by engaging with members of their family, university, and community. In this study, we investigated how undergraduate students used the knowledge, skills, and resources they gained in class to engage with their local communities through the creation of documentary films as part of an undergraduate course assignment. We employed funds of knowledge as a theoretical lens to understand how students utilize their academic knowledge in community contexts, and how students accumulate funds of knowledge within these contexts. The findings demonstrate that community-based knowledge was transmitted through a food discourse, which in turn informed the students’ academic knowledge. What is highlighted is the dialectical relationship between knowledge developed through community engagement and those gained through academic contexts.
摘要大学生可以通过与家庭、大学和社区成员的接触来发展不同的知识体系。在这项研究中,我们调查了本科生如何利用课堂上获得的知识、技能和资源,通过制作纪录片与当地社区互动,作为本科生课程作业的一部分。我们将知识基金作为一个理论视角,来了解学生如何在社区环境中利用他们的学术知识,以及学生如何在这些环境中积累知识基金。研究结果表明,基于社区的知识是通过食物话语传播的,而食物话语又为学生的学术知识提供了信息。强调的是通过社区参与发展的知识和通过学术环境获得的知识之间的辩证关系。
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引用次数: 0
Identifying student retention factors of a UK university using the concept of a learning community: a qualitative approach 利用学习社区的概念识别英国大学的学生保留因素:一种定性方法
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1788968
Alexandros Chrysikos, Stephen Catterall
ABSTRACT The UK will need a skilled IT work force to maintain its position as a world leader in computing research and development. This study investigated the experience of learning communities amongst first year undergraduate computing students at a UK university. The concept of a learning community was used to examine its influence on student academic and social integration, the issues students need to overcome and the knowledge they need to acquire to become successful. A qualitative approach was employed using the ‘unfolding matrix’, which was completed during group interviews. The data analysis results revealed that learning communities critically affect students’ academic and social integration. Specifically, the importance of student support and guidance from academic staff was considered, as well as student relationships with other students and academic staff. Furthermore, developing a sense of personal awareness and the need to develop an effective academic skill-set to succeed were identified as critical.
摘要:英国将需要一支技术娴熟的IT队伍来保持其在计算机研发领域的世界领先地位。这项研究调查了英国一所大学计算机专业一年级本科生的学习社区体验。学习社区的概念被用来考察它对学生学术和社会融合的影响,学生需要克服的问题,以及他们获得成功所需的知识。使用“展开矩阵”采用定性方法,该矩阵在小组访谈中完成。数据分析结果表明,学习型社区对学生的学业和社会融合具有重要影响。具体而言,考虑了学生支持和学术人员指导的重要性,以及学生与其他学生和学术人员的关系。此外,培养个人意识和培养有效的学术技能以取得成功的必要性被认为是至关重要的。
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引用次数: 0
Embedding employability and transferable skills in the curriculum: a practical, multidisciplinary approach 在课程中嵌入就业能力和可转移技能:一种实用的多学科方法
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1816846
M. R. Valero, Tomeka Reid, Ghislaine Dell, David Stacey, Jo Hatt, Yvonne Moore, Sally Clift
ABSTRACT This paper discusses a practical, multidisciplinary approach used to embed employability skills in a new postgraduate (PGT) Engineering course at the University of Bath. Informed by relevant professional bodies, key transferable skills were identified and embedded in the curriculum with discipline-specific content. Students worked on a series of hands-on activities in which they integrated and applied principles and methodologies from various areas (linguistics, information, etc.), complementary to their technical expertise, as in the working environment. This was facilitated by a multidisciplinary team comprised of Academic and Professional Services staff at the University of Bath. The organisational context and rationale for the approach presented, including the practical implementation and initial outcomes in the new PGT course, are provided.
本文讨论了一种实用的多学科方法,用于在巴斯大学的新研究生(PGT)工程课程中嵌入就业技能。在相关专业机构的通知下,确定了关键的可转移技能,并将其纳入学科特定内容的课程中。学生们通过一系列的实践活动来整合和应用不同领域(语言学、信息等)的原理和方法,以补充他们在工作环境中的技术专长。这是由巴斯大学的学术和专业服务人员组成的多学科小组促进的。提供了提出的方法的组织背景和基本原理,包括新的PGT课程的实际实施和初步结果。
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引用次数: 6
Re-imagining the MBA: an arts-based approach 重新构想MBA:以艺术为基础的方法
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1797523
Anita Walsh, P. Powell
ABSTRACT The Master’s of Business Administration (MBA) degree is a long-standing, globally recognised qualification for aspiring business leaders. Yet, the qualification has changed little over its history, despite substantial changes in the role and practice of business. Notwithstanding much introspection, many MBA programmes have not been transformed. This is unsurprising, given that MBA programmes are a staple of most business schools and are valuable, monetarily and reputationally, in their current form. Nevertheless, a management qualification intended to tackle the wicked problems that beset contemporary organisations requires adoption of a pedagogy based on an epistemology of practice and a curriculum incorporating design thinking. Solutions need to include more responsive values, and a wider range of knowledge. This paper posits a solution which draws on Biggs’ constructive alignment approach to programme design, and has been enacted in a new arts-based MBA programme which is used as an example throughout.
摘要工商管理硕士(MBA)学位是一项长期存在的、全球公认的有抱负的商业领袖资格证书。然而,尽管商业角色和实践发生了重大变化,但该资格在其历史上几乎没有变化。尽管进行了很多反思,但许多MBA课程并没有改变。这并不奇怪,因为MBA课程是大多数商学院的主要课程,以目前的形式在金钱和声誉上都很有价值。然而,要想获得管理资格,以解决困扰当代组织的邪恶问题,就需要采用基于实践认识论的教学法和包含设计思维的课程。解决方案需要包括更具响应性的价值观和更广泛的知识。本文提出了一个解决方案,该方案借鉴了比格斯在课程设计中的建设性协调方法,并已在一个新的艺术MBA课程中实施,该课程贯穿始终。
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引用次数: 9
Marking gender studies: the (Radical) value of creative-critical assessment 标记性别研究:创造性批判性评估的(根本)价值
IF 2.5 Q1 Social Sciences Pub Date : 2020-01-01 DOI: 10.1080/23752696.2020.1771611
Miriam Kent
ABSTRACT Feminist pedagogies have established the need to query power structures in terms of curriculum content and teaching praxis. However, the topic of student assessment poses difficulties: it is a means through which students’ performance is evaluated and quantified according to set institutionalised criteria that values particular forms of hegemonic knowledge. The following article presents a self-reflexive exploration of assessment within a Gender Studies module taught in the Autumn semesters of the 2017/18 and 2018/19 academic years at a UK university. The module was a core component of the institution’s MA in Gender Studies. This was an exciting opportunity to experiment with assessment styles corresponding to feminist pedagogies to help develop students’ and instructors’ disciplinary scope and explore the radical potential for creative-critical approaches to assessment. This article outlines some the challenges of employing alternative modes of learning and teaching from a feminist perspective and suggests some strategies to address these.
摘要女性主义教育学已经确立了在课程内容和教学实践方面质疑权力结构的必要性。然而,学生评估的主题带来了困难:这是一种根据既定的制度化标准评估和量化学生表现的方法,这些标准重视特定形式的霸权知识。以下文章介绍了英国一所大学在2017/18和2018/19学年秋季学期教授的性别研究模块中对评估的自我反思探索。该模块是该机构性别研究硕士学位的核心组成部分。这是一个令人兴奋的机会,可以尝试与女权主义教育学相对应的评估风格,以帮助发展学生和教师的学科范围,并探索创造性批判性评估方法的根本潜力。本文从女性主义的角度概述了采用替代学习和教学模式的一些挑战,并提出了一些应对策略。
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引用次数: 1
期刊
Higher Education Pedagogies
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