Theorising partnerships for site-based education development in vocational education and workplace learning

Abstract

Site-based education development now constitutes a common approach to preparing learners for particular occupations, enabling them to secure employment and at the same time achieve broader social, economic and personal outcomes. New forms of partnerships, other than traditional vendor–client relations, are necessary to achieve such multi-faceted goals. This can be achieved by recognising and appropriately integrating pedagogical contributions in different sites to cater for learning needs. Accordingly, professionals from educational institutions need to actively collaborate and engage with a range of key personnel to form partnerships for the purposes of harnessing and facilitating learning opportunities within the constraints of given sites. An action research process enables participating partners to work towards and achieve agreed outcomes. Outcomes addressing areas causing concern are developed and discussed ‘on site’, forming site-based education development. Using a collaborative action research methodology that addresses issues identified by those in particular sites, solutions can be made visible and problems worked through. This enables the partners to achieve agreed outcomes developed during the life of the partnership. Outcomes and possible training areas are developed and discussed by key partners, particularly those in workplaces. In this article, we draw on intersecting sets of understandings around the philosophy of site-based education development, founded mainly on two overarching theories of workplace learning and practice architectures, to theorise partnerships for site-based education development. Some findings and ideas from two exemplar action research projects are presented to exemplify the key concepts.     

Understanding the Link Between Noncognitive Attributes and College Retention

The attention to students’ noncognitive attributes has recently flourished within academic research and public discourse. This paper adds to the literature by examining the interrelationships among several key noncognitive attributes as well as exploring direct and indirect relationships between noncognitive attributes and second-year retention. Within a multi-institutional sample of 10,622 students, academic self-efficacy, academic grit, self-discipline, and time management all load onto a single noncognitive factor with strong inter-item correlations and internal reliability. Moreover, structural equation modeling analyses indicate a sizable and positive indirect effect of noncognitive attributes on college retention, which is mediated by social adjustment, institutional commitment, and college grade point average.

     

Promoting Internet-Based Teaching and Learning Worldwide

The author, who has spent many years transforming the University of Aalborg, Denmark, into a modern Net-based university, reflects on how the information and communications technologies (ICTs) should be introduced into traditional universities so that the resulting transformations will be irreversible and successful in the broadest possible sense. The introduction of the ICTs and the resulting institutional transformation, she argues, must involve all institutional constituencies. The leadership in each case must be aware of the successes and failures of other institutions in regard to ICT adoption through the information resources of such international organizations as the International Association of University Presidents, the International Association of Universities, UNESCO, etc. Consultants representing such organizations must make an effort to understand the cultural and economic frameworks of the institutions that they advise and assist. The successful adoption of the ICTs in a higher education institution is a complex process.     

Editorial

Ohne Zusammenfassung

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Editorial

     

Peer Networking as a Dynamic Approach to Supporting New Faculty

This article presents a dynamic method of supporting new faculty through a peer support group led by a facilitator. Group members participate in ongoing self-assessment, individualized goal setting, and activities that reflect the changing needs of the group. We explain the history and activities of the group and also the benefits for institutions considering developing a support mechanism for new faculty.     

Participation in Online Problem‐based Learning: Insights from postgraduate teachers studying through open and distance education

This article reports on work undertaken within Phase 2 of a pilot study concerned with the design, development, and evaluation of online resources. Drawing on recent developments in the application of technology within open and distance education, these resources were structured around the principles of problem‐based learning (PBL) for use with postgraduate teachers. The article explores the responses of one cohort of students studying on a programme for teachers of children with visual impairment, to learning through the use of these resources. In line with recent literature in this area, the findings demonstrate that with the appropriate design and use of technology, PBL, traditionally viewed as a campus‐based approach, can be adapted for use with students in higher education studying through open and distance education. The findings highlight a number of potential barriers to learning and participation that can serve to reduce effective participation in the online PBL activities. Future planned research by the authors will explore the extent to which each of these barriers can be reduced through appropriate planning and design, and provisional recommendations are included to assist in this process.     

The application of a multi-dimensional assessment approach to talent identification in Australian football

ABSTRACT

This study investigated whether a multi-dimensional assessment could assist with talent identification in junior Australian football (AF). Participants were recruited from an elite under 18 (U18) AF competition and classified into two groups; talent identified (State U18 Academy representatives; n = 42; 17.6 ± 0.4 y) and non-talent identified (non-State U18 Academy representatives; n = 42; 17.4 ± 0.5 y). Both groups completed a multi-dimensional assessment, which consisted of physical (standing height, dynamic vertical jump height and 20 m multistage fitness test), technical (kicking and handballing tests) and perceptual-cognitive (video decision-making task) performance outcome tests. A multivariate analysis of variance tested the main effect of status on the test criterions, whilst a receiver operating characteristic curve assessed the discrimination provided from the full assessment. The talent identified players outperformed their non-talent identified peers in each test (P < 0.05). The receiver operating characteristic curve reflected near perfect discrimination (AUC = 95.4%), correctly classifying 95% and 86% of the talent identified and non-talent identified participants, respectively. When compared to single assessment approaches, this multi-dimensional assessment reflects a more comprehensive means of talent identification in AF. This study further highlights the importance of assessing multi-dimensional performance qualities when identifying talented team sports.     

‘Discipline Your Ladies … So They Become Independent’: A Discourse on the Beginnings of Women’s Skiing in the Black Forest,Germany

Abstract

The Black Forest is considered to be the cradle of skiing in Germany. In 2016, the 125th anniversary of the beginning of skiing in the Black Forest is being celebrated. Over the decades, skiing developed into a very popular sport for men and women in Germany and spread to the Alps. Presently, the German Ski Federation (Deutscher Skiverband, DSV) has over 500,000 members, about 40% being women. This paper will concentrate on the first decades of women’s skiing in the Black Forest until the First World War. To present a wider picture, in some sections, it will be necessary to relate to other parts of Germany. A special focus will be put on competitive skiing, skiing as a social event and the discourse about women’s ski clothes.     

Determining organizational readiness for an ILS migration—A strategic approach

In 2013, University of Nevada, Las Vegas (UNLV) Libraries embarked on a strategy to determine its readiness for a migration from its existing Integrated Library System (ILS) to a new cloud-based Library Services Platform (LSP). This article discusses a process for determining whether the time is right for an organization to move to a cloud-based LSP, and it will focus on the process undertaken at UNLV Libraries, describing the outcomes and lessons learned.