Bridging the Gap from Classroom-based Learning to Experiential Professional Learning: A Hong Kong Case

Abstract

This paper describes and evaluates a funded longitudinal teaching development project that aims to bridge the gap from classroombased theory learning to experiential professional learning, and thereby prepare ideal and competent world class graduates. To align with the University's shared mission to foster links with the business community, the design of the internship program has a threefold purpose and was implemented in stages. It intends to enhance students' professional awareness-knowledge-skills through a multileveled approach integrating classroom learning with professional practice. A debriefing mechanism was also built in enabling students to share their learning and professional challenges, and theory application to problem-solving scenarios. A 360 degree multiple evaluation procedure were used to measure the project effectiveness, including the use of industry consultants, student interns, hosts, and academic supervisors. The project has proved to promote closer ties with the business community and enhance students' professional competencies to increase future success in the competitive job market. The impact of the internship program is significant in two aspects. From the perspective of student learning, the internship allows students to understand how they can improve business efficiency by applying communications theories. From the teaching perspective, the successful and unsuccessful intern experiences can be drawn upon in developing classroom teaching. These lessons can focus on preparing students to solve real-world business communication problems.

Employability, Proactiveness and Workplace Behaviors: Is Socioeconomic Status a Mediator?

“…Internships, guest lectures from industry experts, and joint research ventures offer students valuable firsthand experience in real-world settings. This exposure not only enhances their educational journey but also helps them get acquainted with the tangible demands and standards of the workplace (Du-Babcock, 2016). However, the employability agenda influences higher education rather than higher education actively directing and overseeing the employability agenda (Chadha & Toner, 2017).…”

Simulación Monte Carlo aplicada a tratamientos médicos reales como metodología para adquisición de competencias relativas a Trabajos final de grado o máster

“…Para el alumnado universitario es fundamental que los programas académicos estén actualizados y que estén diseñados para adquirir las habilidades relevantes para la práctica laboral (Du-Babcock, 2016). Esta formación universitaria debe entenderse como una preparación para la integración laboral, adaptándose a la sociedad actual, que cambia de forma rápida y constante.…”

Building Cultural Competence and Changing Cultural Perceptions: Students from the UAE and USA Participate in a Cultural Exchange Project

“…There is little doubt that if students want to succeed and become leaders in their fields, they must do so in a business environment that is increasingly more global in scale (Price, 2016;Shetty & Rudell, 2002;Tuleja, 2008;Ulijn, O'Hair, Weggeman, Ledlow, & Hall, 2000;Varner, 2000). Research on how to prepare students for the global business environment suggests everything from learning a foreign language (Vigier & Smoller Le Floch, 2011) participating in study abroad programs (Heffron & Maresco, 2014;Mikhaylov, 2014) holding international internships (Du-Babcock, 2016) to forming asynchronous online discussions (Hew, Cheung, & Ng, 2010). While the methods are effective, time and money often restrict students' ability to study a foreign language or embark on an international study abroad…”