an article by Jane Burdett and Sandy Barker (UniSA's Business School, Adelaide, Australia) published in Development and Learning in Organizations: An International Journal Volume 31 Issue 1 (2017)
Abstract
Purpose
Increasing numbers of university students in USA, UK and Australia are undertaking industry placements to gain workplace experience. However, outcomes are not always as expected. This paper aims to identify challenges for universities and host organizations in delivering quality student industry placement and presents strategies to achieve successful learning outcomes.
Design/methodology/approach
The reflections, evaluation and feedback data received from stakeholders, namely, university students, host organizations and faculty mentors in a large Australian university were used to formulate strategies.
Findings
Lessons learned from the authors’ experience in industry placement programs over 5 years with 180 students in 127 organizations indicate that careful planning and management of placements is needed to achieve successful learning outcomes.
Research limitations/implications
Further research into the application of these strategies in other universities would be valuable.
Practical implications
Lessons learned and recommendations offered provide strategies to assist in planning and management of industry placements.
Originality/value
Given the growing popularity of work experience in university programs, this should be of interest to faculty and organizations.
Showing posts with label experiential_learning. Show all posts
Showing posts with label experiential_learning. Show all posts
Friday, 9 June 2017
Wednesday, 30 January 2013
Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory
an article by Chris Manolis, David J. Burns, Rashmi Assudani and Ravi Chinta (Xavier University, Cincinnati, USA) published in Learning and Individual Differences Volume 23 (February 2013)
Abstract
To understand experiential learning, many have reiterated the need to be able to identify students’ learning styles. Kolb’s Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support.
Kolb’s Learning Style Inventory (LSI), although one of the most widely utilized instruments to measure individual learning styles, possesses serious weaknesses. This study transforms the LSI from a type (categorical measure) to a degree (continuous measure) style of learning style measure that is not only more parsimonious but is also easier to use than the existing LSI.
Two separate studies using samples of engineering and computer science graduate students (Study 1) and undergraduate and graduate students pursuing quantitative degrees (Study 2) culminating in a corroborative multi-sample validation were employed, producing a methodologically sound option to the existing LSI.
Implications for future research and guidance for learning and teaching methods are discussed.
Highlights
► We propose a revised instrument to measure student learning styles.
► We explore existing instruments to measure student learning styles.
► We propose a revised Kolb's Learning Style Inventory.
► An improved instrument is proposed with greater ease of use.
► A continuous scale is proposed to measure learning styles.
Figures and tables from this article
Abstract
To understand experiential learning, many have reiterated the need to be able to identify students’ learning styles. Kolb’s Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support.
Kolb’s Learning Style Inventory (LSI), although one of the most widely utilized instruments to measure individual learning styles, possesses serious weaknesses. This study transforms the LSI from a type (categorical measure) to a degree (continuous measure) style of learning style measure that is not only more parsimonious but is also easier to use than the existing LSI.
Two separate studies using samples of engineering and computer science graduate students (Study 1) and undergraduate and graduate students pursuing quantitative degrees (Study 2) culminating in a corroborative multi-sample validation were employed, producing a methodologically sound option to the existing LSI.
Implications for future research and guidance for learning and teaching methods are discussed.
Highlights
► We propose a revised instrument to measure student learning styles.
► We explore existing instruments to measure student learning styles.
► We propose a revised Kolb's Learning Style Inventory.
► An improved instrument is proposed with greater ease of use.
► A continuous scale is proposed to measure learning styles.
Figures and tables from this article
Thursday, 19 July 2012
A Conceptual Framework for Teaching Critical Reading to Adult College Students
an article by Sabrina Marschall (Shippensburg University, Pennsylvania) and Cynthia Davis (Barry University, Miami Shore, Florida) published in Adult Learning Volume 23 Number 2 (May 2012)
Abstract
The proliferation of post-secondary programs for working adults is not surprising, given the importance of a bachelor’s degree to employment and higher earnings. However, the demographics of adult learners have changed significantly over the past 30 years, when degrees for adults targeted a middle-class population.
Adults now return to college after years away from school, and many are first-generation college students whose families may be unable to advise or support them in their educational endeavours. Nevertheless, adults bring deep experiential and workplace-related learning to the classroom, which should be validated in educational settings.
Increasingly, advanced reading skills are essential to college success, particularly in online courses, which, although convenient for working adults, are heavily text based.
This article offers a conceptual framework for incorporating experiential learning into the teaching of critical reading skills to adult college students.
Abstract
The proliferation of post-secondary programs for working adults is not surprising, given the importance of a bachelor’s degree to employment and higher earnings. However, the demographics of adult learners have changed significantly over the past 30 years, when degrees for adults targeted a middle-class population.
Adults now return to college after years away from school, and many are first-generation college students whose families may be unable to advise or support them in their educational endeavours. Nevertheless, adults bring deep experiential and workplace-related learning to the classroom, which should be validated in educational settings.
Increasingly, advanced reading skills are essential to college success, particularly in online courses, which, although convenient for working adults, are heavily text based.
This article offers a conceptual framework for incorporating experiential learning into the teaching of critical reading skills to adult college students.
Monday, 2 April 2012
Service learning and active citizenship education in England
An article by Lee Jerome (London Metropolitan University) published in Education, Citizenship and Social Justice Volume 7 Number 1(March 2012)
Abstract
This article compares the English tradition of active citizenship education with the US tradition of service learning. It starts by outlining service learning and noting some of the defining characteristics as well as some of the tensions. It then discusses the model of active citizenship that has been promoted in England’s secondary school curriculum, considering how this has been defined and how it has been implemented.
The two traditions are then compared to highlight the substantial areas of overlap between the two models, sharpen some of the distinctions and consider why there have been limited connections between them in practice.
This discussion raises several issues that link to foundational questions about the nature, scope and purpose of citizenship education which are discussed in relation to the changed political context in England after the establishment of the coalition government.
Abstract
This article compares the English tradition of active citizenship education with the US tradition of service learning. It starts by outlining service learning and noting some of the defining characteristics as well as some of the tensions. It then discusses the model of active citizenship that has been promoted in England’s secondary school curriculum, considering how this has been defined and how it has been implemented.
The two traditions are then compared to highlight the substantial areas of overlap between the two models, sharpen some of the distinctions and consider why there have been limited connections between them in practice.
This discussion raises several issues that link to foundational questions about the nature, scope and purpose of citizenship education which are discussed in relation to the changed political context in England after the establishment of the coalition government.
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