Transition of graduates from backpack‐to‐briefcase: a case study

McIlveen, Peter; Pensiero, Dominic

doi:10.1108/00400910810901818

Cited by 25 publications

(17 citation statements)

References 7 publications

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“…This literature deals with issues relating to (1) constructing policies governing the use of social media within tertiary institutes (Keats, 2009), (2) the pitfalls of incorporating Web 2.0 technologies in teaching (Mazer et al, 2007), and (3) the role of technology usage in the professional skills development in graduates (McIlveen and Pensiero, 2008). Other topics that may concern universities strategically include research on quality assurance (e.g., Ehlers, 2009), selecting the 'right' students (Harrison-Walker, 2010), and value creation in the context of e-learning (Wong, 2012).…”

Section: Stream 2: Research Benefiting University Administrators Frommentioning

confidence: 99%

Re-examining students’ perception of e-learning: an Australian perspective

Loh

Wong

Quazi

et al. 2016

International Journal of Educational Management

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Purpose – Australian tertiary institutions are increasingly incorporating technologies, such as social media and Web 2.0 tools into teaching in response to changing student needs. The purpose of this paper is to revisit a fundamental question, frequently asked in marketing, “what do our ‘customers’ [students] think now?” This will help determine the effectiveness of application of these technologies in courses and teaching programs in a changing competitive educational environment. Design/methodology/approach – Using a mixed method approach, data were collected through 31 qualitative interviews and a survey of 231 university marketing students. Quantitative techniques included summary statistics, factor analysis and t-test. Findings – Results indicate while students’ perceived flexibility and better learning outcomes as positive aspects of e-learning, they have concerns about flexibility for self-paced learning, self-motivational issues, lack of human interaction and fostering teamwork. Research limitations/implications – The study is limited to one Australian university operating in domestic and international markets. However, the study needs to be replicated for better generalizability across the sector. Practical implications – The findings question the effectiveness of e-learning as an alternative approach to face-to-face learning pedagogy. However, regular review of current e-learning tools is needed to help match student and tertiary institution expectations. Originality/value – This study re-investigates students’ perception in relation to the benefits that e-learning is expected to yield. It is one of the few studies questioning whether these promised benefits are valued by the tertiary student fraternity.

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Section: Stream 2: Research Benefiting University Administrators Frommentioning

confidence: 99%

Re-examining students’ perception of e-learning: an Australian perspective

Loh

Wong

Quazi

et al. 2016

International Journal of Educational Management

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“…At the same time, though, the role of educational institutions in preparing employable graduates to fulfill the need of the labor market is enjoying more scrutiny. Educational institutions are tasked with attaining and maintaining a balance of their academic purpose, producing well-rounded citizens and the more operational employability requirements of the labor market (Mcilveen and Pensiero, 2008;Bridgstock, 2009;Altbeker and Storme, 2013;Archer and Chetty, 2013). However, the future world of work represents an unknown.…”

Section: Accountabilitymentioning

confidence: 99%

The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment

Archer

2017

Front. Educ.

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This article introduces the concept of the assessment purposes triangle to illustrate the balancing of purposes that needs to be considered in assessment for educational quality. The triangle is a visual aid for stakeholders making value judgments about equitable resource allocation in an environment of scarcity. This article argues that each of the three basic purposes of assessment, assessment to support learning; assessment for accountability; assessment for certification, progress, and transfer need to enjoy appropriate attention to support quality education. Accountability and certification, progress, and transfer are inherently high stakes due to systemic pressures such as institutional funding, accreditation with various bodies, legislative requirements, national and international competition, and public and media pressure. It is thus likely that resources will be diverted to these purposes from the lower stakes assessment to support learning. This article illustrates the inherent dangers of over-emphasizing certain purposes to the detriment of others in any educational system. It also discusses the power inherent in assessment and argues for a harnessing of this power for quality education through catering for the three basic assessment purposes in an equitable manner. All actors in an educational system should be cognizant of the goals of the education system as a whole when developing and engaging with assessment. This article provides a conceptual tool for stakeholders in educational assessment to engage with these goals when considering the allocation of appropriate resources to each of the assessment purposes.

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“…It may range from a simple redesign of the assessment structure to provide more authentic real world learning activities, to a fully coordinated approach such as setting up a 'match-making' website where local businesses may lodge requests for 'mini-projects' to be completed and then matching projects with one or more online students residing in the area who would provide the service either on an individual or group basis. The developmental costs to HEIs would naturally be incremental through this range of strategies, but HEIs that adopt such coordinated strategies to successfully contribute toward students' academic, personal and career development would clearly have the competitive edge (McIlveen and Pensiero, 2008).…”

Section: Industry Engagement Authenticity and Perceived Value For Moneymentioning

confidence: 99%

Reflections on student‐university interactions for next generation learning

Wong

2012

Asia Pacific Journal of Marketing and Logistics

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Purpose-This paper draws attention to the implications of an e-learning strategya strategy that is increasingly employed with greater intensity by many higher education institutions, by reexamining the value creation process from a service-dominant logic perspective. Design/methodology/approach-A model of student-faculty and student-student interactions using interactive Web 2.0 technologies in e-learning is offered and explained using literature from service-dominant logic research. Findings-This perspective fundamentally alters the mindset of higher education institutions that have traditionally devised strategies to deliver value through its products and services. The new focus provided by service-dominant logic is for higher education institutions to acknowledge that they can only facilitate the value creation process by fostering interactions, constructing learning activities that enable enriching learning experiences and creating structures to support these experiences. Practical implications-Key challenges for higher education institutions are discussed that include implications for exclusion marketing, perceived value for money, and policy issues. Originality/value-This paper provides a fresh perspective, and a new line of thinking with regard to how value is co-created by both faculty and students through a set of experiences within student-faculty and student-student interactions. It therefore potentially directs a new path of research in the area.

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Transition of graduates from backpack‐to‐briefcase: a case study

Cited by 25 publications

References 7 publications

Re-examining students’ perception of e-learning: an Australian perspective

Re-examining students’ perception of e-learning: an Australian perspective

The Assessment Purpose Triangle: Balancing the Purposes of Educational Assessment

Reflections on student‐university interactions for next generation learning

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