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61.
Sally Smith Colin Smith Ella Taylor-Smith Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640
Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. 相似文献
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In this paper we consider the problems associated with the evaluation of Teaching Company Programmes. These programmes involve Universities and Colleges, together with manufacturing companies, in efforts to improve manufacturing methods and to develop graduates for careers in manufacturing industry. We introduce a framework for the evaluation of these programmes and apply it to one in which the authors have been involved. The paper reports a number of results from the Teaching Company Programme involving Molins Ltd., Brunel University and Henley, the Management College. 相似文献
65.
66.
Student beliefs and cognitive structure 总被引:1,自引:0,他引:1
Colin Gauld 《Research in Science Education》1987,17(1):87-93
67.
Colin R Boylan 《The Australian Educational Researcher》2005,32(2):49-63
School councils have operated successfully in non-government schools for many years. By contrast, the establishment of school
councils in the government school sector has had a much shorter history. In New South Wales, school council members are elected
representatives of the broader school community. This study focused on government schools in rural areas of southern New South
Wales and specifically examined the professional development and training needs of these school council members. The findings
indicated that school council members expressed concern about their inexperience as council members. Further, they identified
the following areas within which they should specifically seek professional development and training: i) identifying and analysing
the educational needs of the school and its community; ii) enhancing and facilitating better communication between the school
and its community; iii) assisting the principal to understand local community politics; and iv) promoting public education
within the local community. These priority training needs have relevance for policy makers and professional development leaders
at the systemic or departmental level. 相似文献
68.
69.
Colin Flood Page 《高等教育研究与发展》1984,3(1):3-12
This article considers, from the point of view of an experienced staff developer, several aspects of tertiary education. It touches on the question of whether teachers are born and not made; some reasons for refusing to learn about learning; the continuing grip of the Middle Ages; the possibility of reorganisation so that students are dealt with as individuals and not in batches; the magic force of numbers; amateurs versus professionals in teaching and research; subject cultures; and the unique and parlous situation of many staff developers. 相似文献
70.
Turkey’s Anadolu University is one of the world’s largest mega‐universities. It is engaged in strategic planning in response to changes in the expectations of the Turkish Higher Education Council and the community at large. In re‐examining its vision and strategic directions, Anadolu University needs to be informed on the knowledge, skills, and attitudes of its teaching staff, and the systems and support needed to assure their change readiness. This article examines the literature of organizational and educational change and its implications for the university. It reports on a study based on the relevant constructs from the literature and is designed to gauge the extent and nature of teaching staff knowledge, skills, practice, and research in educational and technological change, motivating and de‐motivating factors, change adopter types, and perceptions of the organizational climate for change. It considers the implications of these findings and draws conclusions about what would be needed to improve staff readiness for change. 相似文献