Risk in work integrated learning: a stakeholder centric model for higher education

Low-code platforms can provide a learning environment that integrates academic theory with practical experiences, allowing students to experience real-world ISD projects. Such a pedagogy is known as work-integrated learning (WIL). In a low-code WIL course, the focus is on the practical development experiences and the delivery of a business application based on client’s requirements. Yet, the real-world ISD experiences may inhibit metacognition, which is essential for students to succeed in future learning of digital innovations. Without metacognition, students struggle to learn how to learn and be reflective about their learning. This study uses a mixed-method design and draws on Flavell’s (1979) theoretical framework to examine metacognition in the context of low-code WIL. In particular, the study examines the effect of learner-oriented factors and task-oriented factors on metacognition and its impact on learning outcomes, such as knowledge confidence, app delivery, and grade. The quantitative results indicate that metacognition is influenced by motivation, the strategic approach, and autonomy, whereas self-efficacy beliefs have no effect. The learning outcomes are also achieved. Qualitative results (students’ essays and apps) corroborate the quantitative results while also providing additional insights into the learning in low-code WIL showing the impact of the platform and agile ISD practices on metacognition. Overall, this study offers IS educators a better understanding of how low-code platforms can foster learning-to-learn while providing real-world practical experiences.

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“…In particular, with the risks of failing to deliver an output (e.g. software), the relevance and utility of WIL are unlimited (Effeney, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Matook

Wang

KÃ¶ppel

et al. 2023

Journal of Information Technology

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“…These include placements (which may be short in duration), vacation work, internships of up to a year (often referred to as a Sandwich Year), industry projects or cooperative education (Stanley and Xu, 2019). While WIL programs may have many names and various formats, they have in common the practical application of theoretical knowledge in a work environment (either simulated or real) (Rambe, 2018;Effeney, 2020). A distinction should be drawn with other services and events provided by universities, which seek to bridge the gap between students and industry such as careers fairs, which are not inter-curricular (Rambe, 2018) and therefore not considered a WIL activity.…”

Section: The Process Of Transfer Of Theory To Practicementioning

confidence: 99%

Applying theory in practice: views of graduating business students

Benati

Lindsay

Fischer

2021

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PurposeUniversities have traditionally focused on imparting theoretical knowledge, which graduates then transfer to the workplace. However, the unpredictable modern workplace makes this transfer less certain. Whilst the gap between theory and practice has often been considered from an employer and academic standpoint, less is known about the graduate perspective. The purpose of this study is to determine the ways in which theoretical knowledge and practical experience interact for graduating students.Design/methodology/approachThe views of 86 undergraduate business approaching graduation were gathered on how they applied theory to practice during their recent internship.FindingsGraduating students apply theory that they have learnt at university through the direct application of fundamental knowledge and through workplace experience, which built on and deepened the knowledge accumulated at university. The findings indicate that there is, indeed, a gap between theory and practice but that employability skills may assist in the transfer process.Research limitations/implicationsThe research broadens the understanding of how theoretical knowledge is applied in practice and helps to determine if graduating students are prepared to meet the demands of an ever-changing workplace.Practical implicationsThe results give us insight into how theory and practice interact for graduating students and give support to universities further exploring experiential learning opportunities for students and continuing to the development of employability skills.Originality/valueThe findings encourage a more nuanced debate regarding the role of universities and that both the provision of core theoretical concept and employability skills are necessary for graduates to effectively use their academic education in the modern workplace.

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“…It encompasses transfer of knowledge, innovative activities, outreach, and continuing education (Maroufkhani et al, 2017). The literature on HEIs and stakeholders usually centers on: (i) adapting of stakeholder theory to higher education perspective (Matlay, 2009); (ii) identifying HEIs’ stakeholders, their features and value they add to higher education sector (Effeney, 2020); and (iii) Analyzing perspectives of HEI stakeholders (Kesting et al, 2018). HEIs play a crucial part in society, as they are liable for scientific investigation and transmission of knowledge to grow community (Cerver Romero et al, 2021).…”

Section: Introduction Rationale and Context For This Researchmentioning

confidence: 99%

“…As bibliometric analysis is widely used by scholars in management area, we decided to use this technique to review the chosen research topic (Baier-Fuentes et al, 2019; Bornmann and Marewski, 2019; Gora, 2019; Kim et al, 2021). The work of (Effeney, 2020) was the inspiration to perform a detailed review of the literature on stakeholder analysis and HEIs through bibliometric analysis by using tools like keyword co-occurrence analysis, co-citation analysis, co-authorship analysis, and cluster analysis. A comparative summary of is exhibited in Table 1.…”

Section: Introduction Rationale and Context For This Researchmentioning

confidence: 99%

Higher education institutions and stakeholder analysis: Theoretical roots, development of themes and future research directions

Syed

Singh

Agrawal

et al. 2023

Industry and Higher Education

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Theoretical roots of higher education institutions (HEIs) and Stakeholder Analysis date back to mid-1990s and research was focussed on the role of HEIs in society and sustainable development. While various studies have been published about ‘triple-helix model’ - bringing government, academia, and industry closer, the concept of HEIs and Stakeholder Analysis needs a comprehensive review of the work carried out till date. Bibliometric and content analyses were performed, incorporating citations from Scopus’ database during last 25 years. Thematic mapping was carried out and evolving trends were identified. Findings and analysis of this research disclosed that during the last 25 years there has been a growing interest among scholars towards Stakeholder Analysis and HEIs. It was also noted that majority of research pursuits concentrated in western countries such as USA and UK, while Africa, Asia and South America were under-represented. This work will not only lay a foundation for academics to carry out further research, but it will also give new insights to the policymakers which would enable them to device strategies aiming at enhanced participation of universities/HEIs in the local, regional, and national development.

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Risk in work integrated learning: a stakeholder centric model for higher education

Cited by 9 publications

References 25 publications

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Applying theory in practice: views of graduating business students

Higher education institutions and stakeholder analysis: Theoretical roots, development of themes and future research directions

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