an article by Mike Marinetto (Cardiff University, UK) published in Organization Volume 20 Number 4 (July 2013)
Abstract
The Humboldtian educational ideal of the modern university based around an intellectual-based learning experience cannot be ignored. Indeed, this has been brought into sharp relief by the marketisation of higher education: there is a growing awareness in the university sector, particularly in research-intensive universities, that fee-paying students are entitled to a worthwhile learning experience.
This awareness has been further reinforced with the growth of consumer scrutiny in the higher education sector, principally through the introduction of the National Student Survey in 2005.
The concern of this article is to explore how research-focused institutions have used their supposed research excellence to pursue teaching excellence and whether this really has enhanced the student learning experience in practice.
Showing posts with label student_experience. Show all posts
Showing posts with label student_experience. Show all posts
Wednesday, 19 June 2013
Friday, 9 November 2012
Preparing for the world of work: an exploratory study of disabled students’ experiences of work
an article by Catherine Elizabeth Georgiou, Shima Espahbodi and Lorraine Hilary De Souza (School of Health Sciences and Social Care, Brunel University, Uxbridge, UK) published in Journal of Education and Work Volume 25 Number 5 November 2012
Abstract
For people with disabilities, one of the best ways to achieve independence is through work. Experience gained by undertaking a work placement whilst a student provides valuable knowledge and understanding of the demands of work, and enhances employability on graduation for both students with disabilities and for their non-disabled peers.
The aims of this study were to explore the experiences of disabled students who had undertaken work placements as part of their degree courses, and to determine if their experiences adequately prepare them for the world of work once they graduate.
A survey, using the Delphi method, was carried out to reveal the five most important positive and negative experiences of students with disabilities following completion of a work placement.
Fifty-one students entered the study and 42 completed all requirements.
The most important positive experience reported was “gaining experience/knowledge” and the primary negative experience was “demanding expectations”. The responses showed highly significant agreement (Kendall’s Co-efficient of Concordance; p < 0.001) for both positive and negative experiences.
Findings revealed that students with disabilities have similar work placement experiences to students in general. However, these experiences may have a greater impact on the abilities of students with disabilities to cope and to achieve.
Abstract
For people with disabilities, one of the best ways to achieve independence is through work. Experience gained by undertaking a work placement whilst a student provides valuable knowledge and understanding of the demands of work, and enhances employability on graduation for both students with disabilities and for their non-disabled peers.
The aims of this study were to explore the experiences of disabled students who had undertaken work placements as part of their degree courses, and to determine if their experiences adequately prepare them for the world of work once they graduate.
A survey, using the Delphi method, was carried out to reveal the five most important positive and negative experiences of students with disabilities following completion of a work placement.
Fifty-one students entered the study and 42 completed all requirements.
The most important positive experience reported was “gaining experience/knowledge” and the primary negative experience was “demanding expectations”. The responses showed highly significant agreement (Kendall’s Co-efficient of Concordance; p < 0.001) for both positive and negative experiences.
Findings revealed that students with disabilities have similar work placement experiences to students in general. However, these experiences may have a greater impact on the abilities of students with disabilities to cope and to achieve.
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