Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education

Holt, Dale; McGuigan, Nicholas; Kavanagh, Marie; Leitch, Shona; Ngo, Leanne; Salzman, Scott; Watty, Kim; McKay, Jade

doi:10.14742/ajet.2666

Cited by 7 publications

(8 citation statements)

References 13 publications

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“…Portfolios are an organized collection which can represent many types of media and include examples of growth over time (Frunzeanu, 2014). Students appreciate the portfolio as an opportunity for them to exhibit sample work that establishes their individual identities (Holt et al., 2016; Robins, 2006). Included in the portfolio are items that should appeal to different audiences, such as future employers, accreditation agencies, faculty, and the students themselves, to foster a sense of pride in the student's accomplishments (Parker et al., 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Literature records the benefits of ePortfolios, which include increased student reflective practice, improved abilities to self‐assess, and motivation to pursue life‐long learning (Chye et al., 2013). The artifacts show the interdisciplinary connection between curricular theory and practice in all program‐specific courses (Holt et al., 2016). Reference to the constructivist theory of learning reflects the ePortfolio.…”

Section: Literature Reviewmentioning

confidence: 99%

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Integrating essential learning outcomes and electronic portfolios: Recommendations for assessment of student growth, course objectives, program outcomes, and accreditation standards

Sowers

Meyers

2021

New Drctns for Teach & Learn

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Stockton University is a mid‐size liberal arts institution in Southern New Jersey. Degree seekers must complete required course work in both liberal studies and core, specialized areas, such as business, health sciences, hospitality, education, social and behavioral sciences, or organizational leadership. Stockton emphasizes Essential Learning Outcomes (ELOs) in undergraduate programs, aligning them to course goals and program outcomes. Faculty implement ELOs in many courses, across disciplines, providing students with opportunities to generalize ELOs in different contexts, in meaningful and relevant ways. Electronic portfolios (ePortfolios) are used to give students opportunities to develop their own personal profiles and expand their goal setting practices, by choosing artifacts that most represent who they are as learners and who they will be as future employees. Students enrolled in the courses included in this case study were encouraged to maintain an electronic portfolio that facilitates skill acquisition of reflective thought, self‐assessment, authentic learning, self‐determination, critical thinking and problem solving in preparation to successfully participate in a 21st century global world. Together with ELOs, ePortfolios give students a means of promoting their value to a future employer. This paper explores multiple case studies through courses that have integrated ELOs and ePortfolios for the purpose of assessing student growth, course objectives, program outcomes, or accreditation assessment. The case studies highlight the use of ELOs merged with ePortfolios for: first‐year students and their involvement in campus and course activities to assess personal and academic growth; first‐year students and the development of their research and information literacy skills to assess academic growth and course objectives; upper level undergraduate students and reflective assessment of student growth and course outcomes; and graduate students and reflective assessment of student growth and evidence for documenting accreditation standards. Examples of how ELOs and ePortfolios can be merged for different disciplines, and different student levels, are explored in detail. Suggestions for additional opportunities to embed ELOs into ePortfolios are discussed and provided for faculty who are interested in the utilization of these merged concepts for the assessment of student growth, course objectives, program outcomes and accreditation standards.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Integrating essential learning outcomes and electronic portfolios: Recommendations for assessment of student growth, course objectives, program outcomes, and accreditation standards

Sowers

Meyers

2021

New Drctns for Teach & Learn

View full text Add to dashboard Cite

show abstract

“…The ePortfolio has been used extensively in higher education in diverse countries [1] [2] and is widespread in many disciplines, such as pre-service teacher education [3][4][5][6], musical education [7], fine arts [8], vocational higher education training [9], occupational therapy [10], nursing [11], social work [12], accounting [13] and business studies [2] [14].…”

Section: Introductionmentioning

confidence: 99%

“…As stated in Ref. [2], the ePortfolio is defined as "an electronic collection of meaningful artefacts which provides evidence of learning, competencies and employability" (p. 16). The ePortfolios was also credited with promoting students' learning and helping them to become self-reflective critical thinkers and lifelong learners [2].…”

Section: Introductionmentioning

confidence: 99%

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Putting ePortfolios into Practice: Willingness of School Principals to Use the ePortfolio as a Hiring Tool in Poland and Spain

Ciesielkiewicz¹,

Bonilla²,

Ayala³

2020

Int. J. Interact. Mob. Technol.

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The ePortfolio has been used extensively in education in various countries and for diverse career paths. It is a dynamic platform that students can use to compile and formulate a digital presentation using different types of media which can be updated and adapted for distinct purposes and audiences. Because the ePortfolio is, by nature, flexible and adaptable, it can be developed over the course of a student’s studies and be easily incorporated into professional networking platforms as a job search tool. The objective of this study was to assess and compare the willingness of school principals from Poland and Spain to use the ePortfolio as a hiring tool. The authors also sought to ascertain whether the number of employees in the participants’ schools or previous contact with ePortfolio affected their opinion of it as a hiring tool. Participants took a survey after reviewing examples of career ePortfolios, and their answers were tabulated and analyzed. The results show that principals from both countries would be inclined to use the ePortfolio as a hiring tool, and that neither previous contact nor number of employees significantly affected their opinion. These results are significant as they demonstrate a broad willingness to implement the ePortfolio as a hiring tool, that was not significantly affected by country or size of school. It is also relevant that this broad support was shared by principals who were unfamiliar with the ePortfolio before participating in this study.

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Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?

Ajjawi¹,

Boud²,

Marshall³

2020

The Enabling Power of Assessment

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Academic leaders’ perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education

Cited by 7 publications

References 13 publications

Integrating essential learning outcomes and electronic portfolios: Recommendations for assessment of student growth, course objectives, program outcomes, and accreditation standards

Integrating essential learning outcomes and electronic portfolios: Recommendations for assessment of student growth, course objectives, program outcomes, and accreditation standards

Putting ePortfolios into Practice: Willingness of School Principals to Use the ePortfolio as a Hiring Tool in Poland and Spain

Repositioning Assessment-as-Portrayal: What Can We Learn from Celebrity and Persona Studies?

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