Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1686647
K. Strohfeldt
ABSTRACT This paper describes the design of a new practical class in pharmaceutical chemistry, which creatively guides the students through the subject area of physical and analytical sciences with the help of a ‘virtual client’. The design focuses on the active integration of knowledge and professional skills in an area which has been seen to be typically least popular with the students. The course is designed for a duration of 20 teaching weeks, categorized into four 5-week blocks, where the same set of learning outcomes are repeatedly approached from different angles. Students are provided with feed-back and feed-forward points after each 5-week block. Evaluation of the design has shown that the students actively learn to integrate knowledge and positively engage with the practical and their ‘virtual client’. Engagement parameters, such as peer observations and marks, grades, and attendance are all very encouraging compared to traditional practical classes.
{"title":"The power of the virtual client – using problem-based learning as a tool for integration in a pharmaceutical sciences laboratory course","authors":"K. Strohfeldt","doi":"10.1080/23752696.2019.1686647","DOIUrl":"https://doi.org/10.1080/23752696.2019.1686647","url":null,"abstract":"ABSTRACT This paper describes the design of a new practical class in pharmaceutical chemistry, which creatively guides the students through the subject area of physical and analytical sciences with the help of a ‘virtual client’. The design focuses on the active integration of knowledge and professional skills in an area which has been seen to be typically least popular with the students. The course is designed for a duration of 20 teaching weeks, categorized into four 5-week blocks, where the same set of learning outcomes are repeatedly approached from different angles. Students are provided with feed-back and feed-forward points after each 5-week block. Evaluation of the design has shown that the students actively learn to integrate knowledge and positively engage with the practical and their ‘virtual client’. Engagement parameters, such as peer observations and marks, grades, and attendance are all very encouraging compared to traditional practical classes.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"462 - 475"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1686647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42085891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1672359
Cassie Lowe, Stuart Sims, J. Winter
ABSTRACT Genuine engagement by academic staff and students in reflective practice in a time of great institutional pressure and a neo-liberal agenda for more metrics driven practice has become increasingly difficult to set time aside for. While more and more feedback is being requested on teaching practice, the quality, validity or reliability of this feedback is not always apparent. This case study explores a project developed at a small-medium sized institution, which aimed to provide an alternative rationale for lecturers to gain richer feedback about their teaching and student experience. The UK Engagement Survey was used in an original way as a reflective tool to increase the engagement with the survey itself and thus enhance the quality of the data. This article will outline the interactive, workshop-based nature of our approach and the effects this has had on the nature of the survey data and response rate.
{"title":"Going beyond metric-driven responses to surveys: evaluating uses of UKES to support students’ critical reflection on their learning gain","authors":"Cassie Lowe, Stuart Sims, J. Winter","doi":"10.1080/23752696.2019.1672359","DOIUrl":"https://doi.org/10.1080/23752696.2019.1672359","url":null,"abstract":"ABSTRACT Genuine engagement by academic staff and students in reflective practice in a time of great institutional pressure and a neo-liberal agenda for more metrics driven practice has become increasingly difficult to set time aside for. While more and more feedback is being requested on teaching practice, the quality, validity or reliability of this feedback is not always apparent. This case study explores a project developed at a small-medium sized institution, which aimed to provide an alternative rationale for lecturers to gain richer feedback about their teaching and student experience. The UK Engagement Survey was used in an original way as a reflective tool to increase the engagement with the survey itself and thus enhance the quality of the data. This article will outline the interactive, workshop-based nature of our approach and the effects this has had on the nature of the survey data and response rate.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"448 - 461"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1672359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49299452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1640631
M. Mantzios, A. Cook, H. Egan
The Mental Health First Aid (MHFA) course was developed almost fifteen years ago to train community members in supporting people with mental health difficulties (Kitchener & Jorm, 2002). In this opinion manuscript, we propose the embedment of MHFA training into the undergraduate Psychology curriculum as a method of enhancing benefits for both students who receive the training, as well as students who are receiving support while at university from students who have been trained in MHFA. You may ask at this point, why should psychology students be involved in the training that was designed for members of the public? In this short communication, we will aim to explore the benefits of training psychology students in MHFA not only for themselves, but also for Higher Education institutions. First, however, we will explore the effectiveness of MHFA in prior research. The MHFA course is an adaptation of the standard physical first aid training – which is in place for physiological health emergencies – and proposes a first point of contact to help people with a mental health problem or crisis. The guidance and signposting that can be provided through MHFA is very easily summarized through an action plan that is descriptive of the programme (known as ‘ALGEE’): Approach the person, assess and assist with any crisis; Listen and communicate non-judgmentally; Give support and information; Encourage the person to get appropriate professional help; Encourage other supports (see Kitchener & Jorm, 2008). The MHFA course comprises evidence-based content, and shares expert consensus on new and applicable material that can be used to enhance and support MHFA in various settings (Armstong et al., 2017; Kitchener & Jorm, 2008; Langlands, Jorm, Kelly, & Kitchener, 2008). A meta-analysis showed that MHFA training enhanced mental health knowledge and helping behaviours, while decreasing stigma around mental health (Hadlaczky, Hökby, Mkrtchian, Carli, & Wasserman, 2014). More recently, a systematic review and meta-analysis revealed small to moderate effects after the training on recognizing, helping, and providing first aid for mental health difficulties
{"title":"Mental health first aid embedment within undergraduate psychology curriculums: an opportunity of applied experience for psychology students and for enhancing mental health care in higher education institutions","authors":"M. Mantzios, A. Cook, H. Egan","doi":"10.1080/23752696.2019.1640631","DOIUrl":"https://doi.org/10.1080/23752696.2019.1640631","url":null,"abstract":"The Mental Health First Aid (MHFA) course was developed almost fifteen years ago to train community members in supporting people with mental health difficulties (Kitchener & Jorm, 2002). In this opinion manuscript, we propose the embedment of MHFA training into the undergraduate Psychology curriculum as a method of enhancing benefits for both students who receive the training, as well as students who are receiving support while at university from students who have been trained in MHFA. You may ask at this point, why should psychology students be involved in the training that was designed for members of the public? In this short communication, we will aim to explore the benefits of training psychology students in MHFA not only for themselves, but also for Higher Education institutions. First, however, we will explore the effectiveness of MHFA in prior research. The MHFA course is an adaptation of the standard physical first aid training – which is in place for physiological health emergencies – and proposes a first point of contact to help people with a mental health problem or crisis. The guidance and signposting that can be provided through MHFA is very easily summarized through an action plan that is descriptive of the programme (known as ‘ALGEE’): Approach the person, assess and assist with any crisis; Listen and communicate non-judgmentally; Give support and information; Encourage the person to get appropriate professional help; Encourage other supports (see Kitchener & Jorm, 2008). The MHFA course comprises evidence-based content, and shares expert consensus on new and applicable material that can be used to enhance and support MHFA in various settings (Armstong et al., 2017; Kitchener & Jorm, 2008; Langlands, Jorm, Kelly, & Kitchener, 2008). A meta-analysis showed that MHFA training enhanced mental health knowledge and helping behaviours, while decreasing stigma around mental health (Hadlaczky, Hökby, Mkrtchian, Carli, & Wasserman, 2014). More recently, a systematic review and meta-analysis revealed small to moderate effects after the training on recognizing, helping, and providing first aid for mental health difficulties","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"307 - 310"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1640631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43827910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1669480
Lynnette Matthews
ABSTRACT This study explored the use of video screencasts to supplement written feedback with a small cohort of early-career academics (n = 29) undertaking a postgraduate programme aligned to the UK Professional Standards Framework for teaching in higher education. The aims were to support the academics’ professional development following their summative assessment as well as introducing the technology to inform their own feedback practice. Whilst staff, as learners, were positive about the video feedback, only 50% would consider providing it to their students. They would, however, consider other ways to incorporate video screencasts into their teaching. In addition, the differences between the marks awarded for the first and second assessment were analysed and compared to those of a previous cohort (n = 32) that received written feedback only. The findings would suggest that in spite of positive perceptions about video feedback, there were no differences in performance between the two groups.
{"title":"Should we use video technology for giving feedback?","authors":"Lynnette Matthews","doi":"10.1080/23752696.2019.1669480","DOIUrl":"https://doi.org/10.1080/23752696.2019.1669480","url":null,"abstract":"ABSTRACT This study explored the use of video screencasts to supplement written feedback with a small cohort of early-career academics (n = 29) undertaking a postgraduate programme aligned to the UK Professional Standards Framework for teaching in higher education. The aims were to support the academics’ professional development following their summative assessment as well as introducing the technology to inform their own feedback practice. Whilst staff, as learners, were positive about the video feedback, only 50% would consider providing it to their students. They would, however, consider other ways to incorporate video screencasts into their teaching. In addition, the differences between the marks awarded for the first and second assessment were analysed and compared to those of a previous cohort (n = 32) that received written feedback only. The findings would suggest that in spite of positive perceptions about video feedback, there were no differences in performance between the two groups.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"476 - 487"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1669480","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1627672
S. Burnley, S. Wagland, P. Longhurst
ABSTRACT Life cycle assessment (LCA) is a method of assessing the environmental impacts of the manufacture and use of a product or provision of a service such as waste management. LCAs are based on quantitative science, but softer skills are also required in interpreting the results. Therefore, LCA provides an ideal opportunity for students to develop and apply both quantitative and qualitative skills in order to address complex real-world problems. In this research a simplified spreadsheet LCA tool was produced for students to assess the environmental impacts of a waste management system. Detailed feedback from face to face and distance-learning students were positive about the tool, with students welcoming the detail provided in the results and the use of a practical example to help their learning. In conclusion, LCA is an effective way of encouraging environmental and engineering students to develop and apply a wide range of transferable skills.
{"title":"Using life cycle assessment in environmental engineering education","authors":"S. Burnley, S. Wagland, P. Longhurst","doi":"10.1080/23752696.2019.1627672","DOIUrl":"https://doi.org/10.1080/23752696.2019.1627672","url":null,"abstract":"ABSTRACT Life cycle assessment (LCA) is a method of assessing the environmental impacts of the manufacture and use of a product or provision of a service such as waste management. LCAs are based on quantitative science, but softer skills are also required in interpreting the results. Therefore, LCA provides an ideal opportunity for students to develop and apply both quantitative and qualitative skills in order to address complex real-world problems. In this research a simplified spreadsheet LCA tool was produced for students to assess the environmental impacts of a waste management system. Detailed feedback from face to face and distance-learning students were positive about the tool, with students welcoming the detail provided in the results and the use of a practical example to help their learning. In conclusion, LCA is an effective way of encouraging environmental and engineering students to develop and apply a wide range of transferable skills.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"64 - 79"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1627672","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49183964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1601500
J. MacKay, K. Hughes, Hazel Marzetti, Neil Lent, S. Rhind
ABSTRACT Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the free-text comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.
{"title":"Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback","authors":"J. MacKay, K. Hughes, Hazel Marzetti, Neil Lent, S. Rhind","doi":"10.1080/23752696.2019.1601500","DOIUrl":"https://doi.org/10.1080/23752696.2019.1601500","url":null,"abstract":"ABSTRACT Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the free-text comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"315 - 330"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1601500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48799325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1669479
C. Morris, E. Milton, R. Goldstone
ABSTRACT This project aimed to explore staff and student opinions on the introduction of choice in assessment, drawing upon the principles of Inclusive Pedagogy, Disability Studies and Universal Design. The mixed methods research explored the possibility that students may feel more positively supported during the assessment and feedback process if a range of methods of assessment are available. There was overall support for the proposal, but with some reservations, for example, parity between the different modes of assessment, and student access to different forms of assessment to develop employability skills would need to be planned. Inclusive assessment and feedback processes in Higher Education are essential if the diversity of our students is to be recognised. However, this needs to be balanced with the need to develop a range of life skills. Therefore, choice in assessment methods needs to be designed with clear strategies for skills development, and targeted individualised support.
{"title":"Case study: suggesting choice: inclusive assessment processes","authors":"C. Morris, E. Milton, R. Goldstone","doi":"10.1080/23752696.2019.1669479","DOIUrl":"https://doi.org/10.1080/23752696.2019.1669479","url":null,"abstract":"ABSTRACT This project aimed to explore staff and student opinions on the introduction of choice in assessment, drawing upon the principles of Inclusive Pedagogy, Disability Studies and Universal Design. The mixed methods research explored the possibility that students may feel more positively supported during the assessment and feedback process if a range of methods of assessment are available. There was overall support for the proposal, but with some reservations, for example, parity between the different modes of assessment, and student access to different forms of assessment to develop employability skills would need to be planned. Inclusive assessment and feedback processes in Higher Education are essential if the diversity of our students is to be recognised. However, this needs to be balanced with the need to develop a range of life skills. Therefore, choice in assessment methods needs to be designed with clear strategies for skills development, and targeted individualised support.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"435 - 447"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1669479","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49286702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1573642
G. Cheng, C.X. Zhang, Y.C. Fan, F.F. Li, L. Lin, X. Zhu
ABSTRACT A plan for national education to train outstanding engineers has been put into practice at Henan Polytechnic University (HPU). Practical education is a basic characteristic of engineering education. This paper proposed ideas and models to reform the mineral processing engineering education system and also described the discipline and the objective of cultivating students for careers in mineral processing engineering. On the basis of a survey and analysis of the quality of graduate student cultivation, we established a practical teaching system of ‘four levels, seven categories’ and the effect of this system was initially apparent.
{"title":"Practicing education of the mineral processing engineering discipline in Henan Polytechnic University","authors":"G. Cheng, C.X. Zhang, Y.C. Fan, F.F. Li, L. Lin, X. Zhu","doi":"10.1080/23752696.2019.1573642","DOIUrl":"https://doi.org/10.1080/23752696.2019.1573642","url":null,"abstract":"ABSTRACT A plan for national education to train outstanding engineers has been put into practice at Henan Polytechnic University (HPU). Practical education is a basic characteristic of engineering education. This paper proposed ideas and models to reform the mineral processing engineering education system and also described the discipline and the objective of cultivating students for careers in mineral processing engineering. On the basis of a survey and analysis of the quality of graduate student cultivation, we established a practical teaching system of ‘four levels, seven categories’ and the effect of this system was initially apparent.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"156 - 166"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1573642","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44523581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1583072
Mark Roughley, Kathryn Smith, C. Wilkinson
ABSTRACT Collaborations between artists and scientists are increasingly a feature of the cultural landscape. Traditionally this relationship is seen as art in the service of science whereby artists use their skills to visually communicate complex scientific ideas. However, a hybrid form of collaborative, experimentally-driven practice has emerged over the last 30 years where artists and scientists work together to explore the creative possibilities and speculative futures represented by the intersection of these two ‘cultures.’ The MA Art in Science programme at Liverpool School of Art and Design facilitates discussions and interactions between subjects that have traditionally been studied in isolation within Higher Education. This paper details and discusses the theoretical foundations that have informed the curriculum design and its pedagogical ethos, describes the collaborative learning experiences at the heart of the programme, and offers an insight on how the programme’s approach to transdisciplinary art-science collaborative practice could be utilised across disciplines.
{"title":"Investigating new areas of art-science practice-based research with the MA Art in Science programme at Liverpool School of Art and Design","authors":"Mark Roughley, Kathryn Smith, C. Wilkinson","doi":"10.1080/23752696.2019.1583072","DOIUrl":"https://doi.org/10.1080/23752696.2019.1583072","url":null,"abstract":"ABSTRACT Collaborations between artists and scientists are increasingly a feature of the cultural landscape. Traditionally this relationship is seen as art in the service of science whereby artists use their skills to visually communicate complex scientific ideas. However, a hybrid form of collaborative, experimentally-driven practice has emerged over the last 30 years where artists and scientists work together to explore the creative possibilities and speculative futures represented by the intersection of these two ‘cultures.’ The MA Art in Science programme at Liverpool School of Art and Design facilitates discussions and interactions between subjects that have traditionally been studied in isolation within Higher Education. This paper details and discusses the theoretical foundations that have informed the curriculum design and its pedagogical ethos, describes the collaborative learning experiences at the heart of the programme, and offers an insight on how the programme’s approach to transdisciplinary art-science collaborative practice could be utilised across disciplines.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"226 - 243"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1583072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43294593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1080/23752696.2019.1605837
Clare Johnson
ABSTRACT Higher Education institutions understand that there is a need to embed professional skills within degree programmes. However, evidence shows that graduates, whilst having developed good theoretical knowledge, lack experience and confidence when entering the workplace. Employers view the importance of degree-related skills as only a part of the skills needed to be work ready. This opinion piece discusses an innovative approach to curriculum design in the field of cybersecurity, which uses a project-based approach with limited formal teaching to develop students’ skills, and engages them with industry from the very outset of their course. Early indications show that the course has many successes to celebrate, but that it is not without its challenges.
{"title":"University of South Wales national cyber security academy – creating cyber graduates who can ‘hit the ground running’: an innovative project based approach","authors":"Clare Johnson","doi":"10.1080/23752696.2019.1605837","DOIUrl":"https://doi.org/10.1080/23752696.2019.1605837","url":null,"abstract":"ABSTRACT Higher Education institutions understand that there is a need to embed professional skills within degree programmes. However, evidence shows that graduates, whilst having developed good theoretical knowledge, lack experience and confidence when entering the workplace. Employers view the importance of degree-related skills as only a part of the skills needed to be work ready. This opinion piece discusses an innovative approach to curriculum design in the field of cybersecurity, which uses a project-based approach with limited formal teaching to develop students’ skills, and engages them with industry from the very outset of their course. Early indications show that the course has many successes to celebrate, but that it is not without its challenges.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"4 1","pages":"300 - 303"},"PeriodicalIF":2.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2019.1605837","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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