Successful engagement in graduate attribute assessment using software

Thompson, Darrall

doi:10.1108/10650740911004813

Cited by 11 publications

(5 citation statements)

References 6 publications

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“…Institutions incorporate technology into their programs with innovative components to provide advanced learning experiences to their students. However, effective use of technology requires strategies and principles for students to adapt to professional working environments as students must be ingrained with problem‐solving and critical thinking skills before graduation .…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A structural equation model to evaluate students’ learning and satisfaction

Erenler

2019

Comp Applic In Engineering

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Due to the shift from traditional face‐to‐face to online learning, challenges in learning environments are on the rise. The aim of this study was to assess students’ satisfaction with a service course conducted online at a funded university in Europe using a structural equation model. The construction and validation of five scales for measuring students’ learning and satisfaction is also presented. One thousand one hundred and sixteen students were given an online questionnaire in January, 2019. The scales were found to be sufficiently valid and reliable. The interaction, instructor behaviors, advantages/flexibility, and perceived learning/course quality were influential in students’ satisfaction. Success in e‐learning can be achieved with the help of these findings via improving e‐learning strategies. Further studies can be conducted on students’ learning and satisfaction while participating in other online courses using the same scales.

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Section: Theoretical Backgroundmentioning

confidence: 99%

A structural equation model to evaluate students’ learning and satisfaction

Erenler

2019

Comp Applic In Engineering

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“…WAG policy developments towards "For our future" WAG has also considered the issue of education for sustainable development and global citizenship (ESDGC) and has produced an ESDGC action plan that, in its implementation, considers the links between society, economy and environment (Daugherty and Davies, 2008). For Wales, this brings the imperative for HE to develop graduates with attributes embracing personal, ethical and social issues broader than the acquisition of academic skills, subject knowledge and competence-based vocational skills alone which is not always replicated across the wider UK skills agenda (Thompson, 2009). Other policies specific to the Welsh context have been articulated in reports such as WAG's strategy for higher education (Reaching Higher), 14-19 Learning Pathways that included the introduction of the Welsh Baccalaureate qualification, and the WAG strategic plan for education, lifelong learning and skills in Wales (NAFW, 2001).…”

Section: Heswbl 11mentioning

confidence: 99%

Accrediting informal learning: drivers, challenges and HE responses

Skinner

Blackey

Green

2010

Higher Education, Skills and Work-Based Learning

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Purpose -Higher education institutions (HEIs) can face barriers implementing the accreditation of informal learning, despite many institutions having developed policies and strategies to embed employability and skills. The purpose of this paper is to present the case of the institutional response of one HEI when dealing with the various drivers and challenges faced when accrediting informal learning at higher levels. Design/methodology/approach -The case study approach was adopted as this method allowed for in-depth qualitative enquiry into a contemporary phenomenon in a real-life context. Findings -The paper finds that by designing a shell framework incorporating module outlines and a toolkit of support materials for various stakeholder groups, HEIs may overcome many of the implementation problems often associated with HE accreditation of informal higher level learning. Practical implications -This framework and toolkit approach could help other HEIs better enable the wider accreditation and embedding of work-based learning within HE, which is deemed so important in facilitating the achievement of UK Government targets for 40 per cent of UK adults to gain a qualification at Level 4 or above in the next ten years. This is also a particular issue for Wales, dealing with its own skills agenda in response to specific skills gaps needed to ensure the sustainable future of the Welsh economy. Originality/value -While a limited number of HEIs have adopted a framework approach to the accreditation of work-based learning, this paper addresses the issues in a regional context, as the framework and toolkit presented is the first of its kind to be articulated for the Welsh skills agenda by a Welsh HEI.

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“…The place where assessment occurs may also be different to traditional assessment and therefore online and flexible approaches to assessment are required (Quinn et al , 2008). In response, systems have been developed by enthusiasts to allow flexible assessment by multiple assessors (see Willey and Gardner, 2009a,b, this issue); against clearly defined and aligned criteria (see Thompson, 2009, this issue), within professional workplaces (McNamara and Brown, 2009, this issue) and to develop professional skills (Hamilton, 2009, this issue). One attribute that students require to construct their personal learning through experiences is critical reflection in, and on practice.…”

Section: Practising and Accessing Experiential Learningmentioning

confidence: 99%

From little things big things grow: scaling‐up assessment of experiential learning

Quinn

Shurville

2009

Campus-Wide Information Systems

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PurposeThe new economies of the twenty‐first century require new approaches to learning and teaching from higher education (HE). Accordingly many universities have gradually scaled‐up learner‐centred approaches, including flexible delivery and technology‐enhanced learning, from the domains of enthusiasts towards the institutional level. This paper seeks to argue that these new economies and styles of learning and teaching bring similar requirements for scaling of assessment practices in HE, in particular, that it is now time for many universities to consider change initiatives to scale‐up the assessment of experiential learning to the institutional level.Design/methodology/approachThe need to scale‐up assessment of experiential learning in the Australian and international higher HE contexts is discussed and a variety of change initiatives to scale‐up assessment of experiential learning at the University of South Australia is described. These initiatives are explored in the wider context of change management in HE.FindingsAssessment of experiential learning is at a tipping point where it needs to transition from the enthusiasts towards the mainstream of academics. Support for this process is a new challenge for academic developers, educational technologists, librarians and other stakeholders, akin to other recent challenges such as mainstreaming flexible learning and technology‐enhanced learning. It is argued that for change to succeed learners and academics require local or regional evidence that experiential learning and its assessment are both beneficial and manageable.Originality/valueTaking assessment of experiential learning to the institutional level is a challenge that is reminiscent of the need to scale‐up flexible delivery and technology‐enhanced learning over the past decade. Information that can help universities to graduate large numbers of knowledge workers with appropriate graduate attributes developed through experiential learning should be beneficial to the graduates, the institutions and society at large.

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Successful engagement in graduate attribute assessment using software

Cited by 11 publications

References 6 publications

A structural equation model to evaluate students’ learning and satisfaction

A structural equation model to evaluate students’ learning and satisfaction

Accrediting informal learning: drivers, challenges and HE responses

From little things big things grow: scaling‐up assessment of experiential learning

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