Integrated work-based placements – shifting the paradigm

Smith, Sara

doi:10.1108/heswbl-09-2017-0059

Cited by 4 publications

(3 citation statements)

References 44 publications

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“…Consequently, a disparate range of competencies (including attitudes and behaviours) exist in extant literature, both formal and informal in nature that are considered necessary for graduates to access employment. Moreover, due to the ambiguity and gaps around prevalent graduate employability constructs and frameworks (Smith, 2018), it is challenging to place these competencies in a theoretical context that can further support analysis and clarification. This has resulted in issues of both relativity and fluidity.…”

Section: Introductionmentioning

confidence: 99%

Australian graduates’ work readiness – deficiencies, causes and potential solutions

Prikshat

Montague

Connell³

et al. 2019

HESWBL

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Purpose It is widely reported that there is a competence deficit between graduating from Australian higher education (HE) and becoming work ready and that the deficit is becoming more pronounced. The purpose of this paper is to examine the work readiness competencies of Australian HE and vocational education (VE) graduates. The reported competence deficits, the causes of these deficits and the potential strategies to overcome these deficits are discussed. Design/methodology/approach A qualitative, inductive research design was used to examine Australian graduates’ work readiness competence, potential deficits, their causes and possible solutions to gain some preliminary insights and help shape future research. A multiple case design was used comprising key stakeholders’ in-depth interviews and focus group discussions. In-depth semi-structured interviews and focus group discussions were conducted to gain insights from the key stakeholders. Findings The stakeholders reported that the Australian VE and HE sectors do not sufficiently prepare graduates in terms of their work readiness skills. Self-management skills, communication (written and expression), team-work skills, cognitive skills, system thinking and innovation and creativity were the main work readiness competency deficits reported by the stakeholders. Research limitations/implications The research has its limitations in terms of the limited sample and time frame, and the absence of input from graduates. The results of the study indicate the deteriorating state of the Australian graduate labour market and emphasise that an integrated approach is urgently required from all stakeholders to facilitate the transition and reduce the time taken from graduation to employment. Originality/value The focus of the study is located in the Australian labour market in terms of the competencies that reportedly are present upon graduation and the competencies that employers are looking for on recruitment. The requisite competency list and the deficits are examined through the lens of four stakeholder groups; government representatives, industry representatives and VE and HE representatives.

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Section: Introductionmentioning

confidence: 99%

Australian graduates’ work readiness – deficiencies, causes and potential solutions

Prikshat

Montague

Connell³

et al. 2019

HESWBL

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“…Research suggests that many professional development courses and practitioner update sessions still follow a didactic delivery model where information is delivered completely separated from authentic work experiences (Gravani, 2007; Smith, 2018). For practitioners, undertaking the Diploma of Expert Practice training is delivered in-house with additional resources such as past-papers and reading lists provided on the IBMS website.…”

Section: Context For This Studymentioning

confidence: 99%

Supporting the development of skills for extended practice in biomedical science

Smith

Karnik

Kendall

et al. 2019

HESWBL

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Purpose Continual professional development is essential to foster and enhance professionals’ abilities. A wide variety of methods have been adopted to support professional learning for healthcare professions but many still focus upon a need to update knowledge and the learning of isolated competencies for practice. The purpose of this paper is to report upon a collaborative partnership that enabled the reframing of a professional development course away from this objectivist epistemology to foster pedagogically appropriate approaches nurturing the development of the knowledge and skills required for extended practice in specimen dissection. Design/methodology/approach An action research approach informed this study which drew upon aspects of simulated learning, “creative play” and “hands-on” practice to nurture development of the knowledge and mastery of essential skills required for extended practice in dissection. A questionnaire allowed the gathering of quantitative and qualitative data from delegates. Open coding of delegate free-text responses enabled thematic analysis of the data. Findings Delegates reported upon a positive learning and teaching experience providing them with a unique opportunity to develop the essential skills and knowledge required to enhance their extended practice. Four key themes were identified from delegate feedback: legitimacy of learning experience; safe-space for learning; confidence as a practitioner; and professional and social interactions. Originality/value Research into skill development in this field is currently lacking. Findings highlight the value of a creative approach to professional development which enables individuals to master the skills required for practice. It also underlines the importance and value of collaborative partnerships. As allied health professionals advance and extend their roles professional development must move away from the didactic delivery of isolated topics and ensure that it offers legitimate learning experiences allowing skill development and technique mastery alongside knowledge enhancement.

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“…This approach has become widespread in the US and European countries in the form of the professional oriented system of education in the middle and higher school (work-based learning), which provides correlation between the secondary schools and professional institutes. Moreover, it helps to solve the problem of the students' necessary personal and professional qualities development in order to achieve high results in their future career [14][15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Productive Model of Foreign Languages Learning: Realities and Prospects

Rubtsova¹,

Almazova²

2019

Proceedings of the International Conference Communicative Strategies of Information Society (CSIS 2018)

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The article is devoted to the problem of increasing professionally-oriented foreign language learning productivity in higher school. We study the content of productive foreign language education and the development of the appropriate methodical model that allows updating educational resources in this scientific field. The purpose of the article is to determine the leading principles, methodological conditions and technological features of the productive foreign language learning by analyzing the modern pedagogical practice, to develop the concept of the productive approach and the appropriate methodological model as the contemporary educational format. To substantiate the relevance of the study, a content analysis of educational programs was conducted, which made it possible to draw conclusions about the possibility of introducing the productive approach into the educational process. Theoretical and practical aspects of the studied issue were investigated in the process of the productive approach implementation. Based on the results of the experimental training, the obtained data were subjected to analysis and openly discussed with teachers and students. The authors use methods of scientific and pedagogical research: system-structural analysis, synthesis, research analytics, generalization of experience and experimental work. Practical results showed the effectiveness of the proposed methodological model. Among the fundamental provisions of the productive approach in the field of foreign language education, key practice-oriented methodological principles have been singled out as the basis for the methodical model of the productive foreign language education development. We achieved high educational results by the productive approach implementation in the educational process. Thus practical significance of the research is provided by determining the content and conditions of teaching foreign languages and the methodological possibilities of applying this approach in higher education. It makes it possible to use the productive approach in universities of different profiles with the prospect of further developing this methodology in various educational contexts. The results of the research can serve as a renewal of methodological resources in the field of foreign language education in higher school. The productive approach can be introduced into the learning process as a basic element of the implementation of the competence paradigm of education.

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Integrated work-based placements – shifting the paradigm

Cited by 4 publications

References 44 publications

Australian graduates’ work readiness – deficiencies, causes and potential solutions

Australian graduates’ work readiness – deficiencies, causes and potential solutions

Supporting the development of skills for extended practice in biomedical science

Productive Model of Foreign Languages Learning: Realities and Prospects

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