解决数量技能差距:灵活的学习号召!

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2018.1564880
S. Cook, Duncan Watson, Dimitrios V. Vougas
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引用次数: 8

摘要

摘要近年来,越来越多的文献对英国高等教育部门提供定量方法的水平表示不满,指出其对毕业生的后续技能和工作准备产生了负面影响。本文记录并评估了通过在商业和财务预测模块中引入越来越多的灵活学习元素来解决这些问题的尝试。通过混合使用经验方法,研究表明,灵活的学习可以在一系列指标上提高学生的表现和能力。有人认为,可以采用“广泛”形式的灵活学习来克服越来越负面的文献对定量方法提供和学生后续技能水平的担忧。
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Solving the quantitative skills gap: a flexible learning call to arms!
ABSTRACT Recent years have witnessed the emergence of a growing literature bemoaning the level of quantitative methods provision within the U.K. Higher Education sector, noting its negative impact upon the subsequent skills of graduates and their preparedness for the workplace. The present paper documents and evaluates an attempt to counter these issues via the introduction of an increasing element of flexible learning on a business and financial forecasting module. Using a mixture of empirical methods, it is shown that flexible learning results in improvements in student performance and ability across a range of metrics. It is argued that ‘broad’ forms of flexible learning can be employed to overcome the concerns of an increasingly negative literature on quantitative methods provision and the subsequent skills levels of students.
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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