Building and construction students’ skills development for employability – reframing assessment for learning in discipline-specific contexts

Ruge, Gesa; McCormack, Coralie

doi:10.1080/17452007.2017.1328351

Cited by 24 publications

(18 citation statements)

References 46 publications

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“…Generic measures (tests/inventories) not closely related to the module context can result in spurious findings (Asikainen & Gijbels, 2017). In supporting the argument for authentic integration, Ruge and McCormack (2017) found students' skills for employability were facilitated through discipline-based curriculum design linking university and industry skills expectations, where clear interweaving of learning contexts and assessments to enable students to identify academic and professional learning dimensions were most effective.…”

mentioning

confidence: 83%

Making sense of learning gain in higher education

Evans

Howson

Forsythe

2018

Higher Education Pedagogies

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Internationally, the political appetite for educational measurement capable of capturing a metric of value for money and effectiveness has momentum. While most would agree with the need to assess costs relevant to quality to help support better governmental policy decisions about public spending, poorly understood measurement comes with unintended consequences. This article provides a comprehensive overview of the development of measures of learning gain in higher education, exploring political contexts, methodological challenges, and the multiple purposes and potential of learning gain metrics for quality assurance, accountability and enhancement, and most importantly, we argue, the enhancement of learning and teaching. Learning gain approaches should be integral to curriculum design and delivery and not extraneous to it. Enhancing shared understandings of concepts, measures, and instruments, transparency in reporting and investment in developing pedagogical research literacy, including effective use of data are essential in the pursuit of meaningful approaches to measuring learning gain within higher education.

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confidence: 83%

Making sense of learning gain in higher education

Evans

Howson

Forsythe

2018

Higher Education Pedagogies

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“…Comparatively low importance of achievements in education for employers is confirmed also in other research (e.g., Klāsons, Pavlina, Danneberg, & Urb, 2018, about Latvia and Estonia). It should be noted, however, that there is evidence that high academic performance is linked to proactive personalities (Ruge & McCormack, 2017) and the level of education obtained -to participate in lifelong learning (e.g., European Commission, 2015). People with high academic skills are motivated to invest more in their skills improvement what could be reasonable taking into account increasing requirements for employee skills and participation in lifelong learning.…”

Section: Discussionmentioning

confidence: 99%

Which skills, competencies and attitudes are employers looking for in recruitment process in Latvia?

Līce

Sloka

2019

Proceedings of 6th International Scientific Conference Contemporary Issues in Business, Management and Economics Engineering ‘2

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Purpose – the purpose of the study is to evaluate the opinion of employers on the importance of employability competencies in recruitment in Latvia, considering increasingly global and changing labour market. Research methodology – total of 750 companies participated in this research. A list of 17 skills, competencies and attitudes, important for individual employability in changing labour markets, was rated using a four-point Likert scale. Findings – the research results show that employers value attitudes, emotional and self-management competencies the most when hiring potential employees, which are followed by social competencies. Although academic skills were assessed as the least important in the list of all competencies, the majority of employers consider academic skills important in the recruitment process. Research limitations – as this research is not sector-specific, it is limited only to those competencies that can be equally applicable to all occupations. Practical implications – research provides valuable, easily acquirable information for various stakeholders in the area of human resource planning and development, including educational institutions which aim to update programmes to facilitate graduate employability. Originality/Value – research offers three complex factors explaining the elements of individual employability, based on empirical analysis

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“…Workshop segment 3, titled 'Data collection for research and practice' provided specific examples from built environment researchers on developing scholarly practice that is aligned and enhances the development of initiatives for student learning and innovation in pedagogy and practice (Ruge and McCormack, 2017). The workshop concluded with a whole group reflection on the positive learning experiences and identification of teaching philosophy and reflective practice for individual as well as discipline wide opportunity to enhance collaboration, research and innovation for student learning.…”

Section: Workhop Presentation and Learning Activitiesmentioning

confidence: 99%

Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

Ruge

MackIntosh

2020

CEB

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The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

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Building and construction students’ skills development for employability – reframing assessment for learning in discipline-specific contexts

Cited by 24 publications

References 46 publications

Making sense of learning gain in higher education

Making sense of learning gain in higher education

Which skills, competencies and attitudes are employers looking for in recruitment process in Latvia?

Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

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