PL EN


Preferencje help
Widoczny [Schowaj] Abstrakt
Liczba wyników
Tytuł artykułu

P-PAC (Partnership in Pedagogy, Accreditation, and Collaboration): a framework to support student transition to employability in industry. A lean systems case study

Treść / Zawartość
Identyfikatory
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
The global economic crisis of the past decade and the accruing shifts in labour market policy, coupled with the rapid advances in technology have resulted in a far less certain future employment horizon than ever before [1]. In response, Higher education institutions (HEIs) are best positioned to advance knowledge and produce work ready graduates with the requisite skills for the future economy [2]. In this paper, the current understanding regarding the role of HEIs, the academic-student partnership, graduate employability, industry collaboration and research led teaching are merged into a framework entitled P-PAC (Partnership in Pedagogy, Accreditation and Collaboration). This framework encourages and embeds a partnership approach between academia, students and industry with the goal of promoting collaboration, facilitating relevant curriculum and pedagogy practise and accrediting achievement in order to effect deeper and more engaged learning and teaching, so that students are better equipped with the necessary skills for both employability and global citizenship. The P-PAC framework is validated using a 5 ECTS Lean Systems module. The authors also define Threshold Concepts-major as those concepts (identified by the academic) which are inherent in a module and which need to be achieved by the student, in order to attain mastery of the subject matter. Threshold Concepts-minor are defined as those intermediate concepts identified by the student in their mastery of Threshold Concepts-major. Examples of both concept types are presented in this paper.
Twórcy
autor
  • National University of Ireland, Galway, College of Engineering and Informatics, University road, Galway, Ireland
autor
  • National University of Ireland, Galway, College of Engineering and Informatics, Ireland
Bibliografia
  • [1] IBEC (2018, July), Future ready: improving graduate employability skills, available: https://www.ibec.ie/IBEC/Press/PressPublicationsdoclib3.nsf/vPages/Newsroom∼ibec-launchessmarter-world,-smarter-work-campaign-09-07-2018/$file/SWSW+Graduate+skills+report +WEB.pdf.
  • [2] Bennett R., Employers’ Demands for Personal Transferable Skills in Graduates: a content analysis of 1000 job advertisements and an associated empirical study, Vocational Education and Training, 54, 457–476, 2002.
  • [3] Weber M., On the purpose of a university education, ed: Taylor & Francis, 2016.
  • [4] Bowen W.M., Schwatrz M., The chief purpose of universities: academic discourse and the diversity of ideas: MSL Academic Endeavors, 2010.
  • [5] Cortese A.D, The critical role of higher education in creating a sustainable future, Planning for Higher Education, 2003.
  • [6] McKelvey M., Holm´en M., European universities learning to compete: from social institution to knowledge business, [Ed.] Edward Elgar, 2009.
  • [7] McKelveyM., Zaring O., Co-delivery of social innovations: exploring the university’s role in academic engagement with society, Industry and Innovation, 25, 594–611, 2018.
  • [8] Boden R., Nedeva M., Employing discourse: universities and graduate ‘employability’, Education Policy, 25, 37–54, 2010.
  • [9] Bhullar S.S., Nangia V.K., Batish A., Channels of interaction and past collaborative experience as imperatives in academia – industry collaboration, Technology Analysis & Strategic Management, 29, 1210–1224, 2017.
  • [10] Knight P.T., Yorke M., Employability and good learning in higher education, Teaching in Higher Education, 8, 3–16, 2003.
  • [11] Tetrevova L., Vlckova V., The role of interuniversity cooperation in the knowledge society, Perspectives: Policy and Practice in Higher Education, 2018.
  • [12] Lowden K., Hall S., Elliot D., Lewing J., Education and Employers, Employers’ perceptions of the employability skills of new graduates, 2011, available: https://www.educationandemployers.org/wp-content/uploads/2014/06/employability skills as pdf - final online version.pdf.
  • [13] Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British Journal of Sociology of Education, vol. 29, 2008.
  • [14] Saunders V., Zuzel K., Evaluating employability skills: employer and student perceptions, Bioscience Education, 15, 1–15, 2010.
  • [15] Bridgstock R., The graduate attributes we’ve overlooked: enhancing graduate employability through career management skills, Higher Education, Research & Development, 28, 31–44, 2009.
  • [16] Thompson S, There is a tsunami of third-level students with mental health problems, ed, 2017.
  • [17] HEA, Employment Control Framework for the Higher Education Sector 2011–2014, 2017.
  • [18] Holmes and Leonard, Competing perspectives on graduate employability: possession, position or process?, Studies in Higher Education, 38, 538–554, 2013.
  • [19] Minocha S., Hristov D., Reynolds M., From graudate employability to employment: policy and practise in UK higher education, International Journal of Training and Development, 2017.
  • [20] Harvey L., Defining and measuring employability, Quality in Higher Education, 7, 97–109, 2001.
  • [21] Mason G., Williams G., Cranmer S., Employability skills initiatives in higher education: what effects do they have on graduate labour market outcomes?, Education Economics, 17, 1–30, 2009.
  • [22] Crebert G., Bates M., Bell B., Patrick C.-J., Cragnolini V., Developing generic skills at university, during work placement and in employment: graduates’ perceptions, Higher Education Research & Development, 23, 147–165, 2004.
  • [23] Tomlinson M., ‘The degree is not enough’: students’ perceptions of the role of higher education credentials for graduate work and employability, British journal of Sociology of Education, 29, 49–61, 2008.
  • [24] Hazelkorn E., Rankings and the battle for worldclass excellence, Higher Education Management and Policy, 21, 1–22, 2009.
  • [25] QS Graduate Employability Rankings, ed.
  • [26] Oluyomi S.P., Employability development opportunities (EDOs) as measures of students’ enhanced employability, Higher Education, Skills and WorkBased Learning, 6, 288–304, 2016.
  • [27] Saunders V., Zuzel K., Evaluating employability skills: Employer and student perceptions, Bioscience Education, 15, 1–15, 2010.
  • [28] Soliz A., Long B.T., Does Working Help or Hurt College Students? The Effects of Federal WorkStudy Participation on Student Outcomes, CAPSEE 2016.
  • [29] Allen C., Irish examiner, [in:] Should college students work part time?, ed., 2015.
  • [30] Soliz A., Long B.T., Does Working Help or Hurt College Students? The Effects of Federal Work-Study Participation on Student Outcomes. A CAPSEE Working Paper, Center for Analysis of Postsecondary Education and Employment, 2016.
  • [31] Brennan A., Dempsey M., The student voice: the student’s own views on smartphone usage and impact on their academic performance, INTED, Valencia, 2018.
  • [32] O’LoughlinK., Kendig H., Hussain R., Cannon L., Age discrimination in the workplace: The more things change . . . , Australasian Journal on Ageing, 36, 98–101, 2017.
  • [33] Zschirnt E., Ruedin D., Ethnic discrimination in hiring decisions: a meta-analysis of correspondence tests 1990–2015, Journal of Ethnic and Migration Studies, 42, 1115–1134, 2016.
  • [34] Huffmann M., King J., Reichelt M., Equality for Whom? Organizational Policies and the Gender Gap across the German Earnings Distribution, ILR Review, 70, 16–41, 2017.
  • [35] Cassells P., Investing in National Ambition A Strategy for Funding Higher Education, March 2016, Department of Education & Skills, available: https://www.education.ie/en/Publications/PolicyReports/Investing-in-National-Ambition-AStrategy-for-Funding-Higher-Education.pdf.
  • [36] Zurich, The Cost of College Education in Ireland, Zurich, ed, 2017.
  • [37] Brennan A., Dempsey M., O’Dea M., The link between off campus work for students, reduced academic performance and increasded mental health issues, INTED, Valencia, 2018.
  • [38] Healey M., Flint A., Harrington K., Engagement through partnership: students as partners in learning and teaching in higher education, HEA, 2014, available: https://www.heacademy.ac.uk/system/files/resources/engagement_through_partnership.pdf.
  • [39] Sřrebř Ř., Halvari H., Gulli V.F., Kristiansen R., The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology, Computers & Education, 53, 1177–1187, 2009.
  • [40] Kiley M., Wisker G., Threshold concepts in research education and evidence of threshold crossing, Higher Education Research & Development, 28, 431–441, 2009.
  • [41] Meyer J.H., Land R., Davies P., Threshold concepts and troublesome knowledge (4): issues of variation and variability, ed: Sense Publishers, 2008.
  • [42] Rust R.T., Kannan P., E-service: a new paradigm for business in the electronic environment, Communications of the ACM, 46, 36–42, 2003.
  • [43] Land R., Rattray J., Vivian P., Learning in the liminal space: a semiotic approach to threshold concepts, Higher Education, 67, 199–217, 2014.
  • [44] Bryson C., Colin Bryson (2016) Engagement through partnership: students as partners in learn ing and teaching in higher education, International Journal for Academic Development, 21, 84–86, 2016.
  • [45] Kong S.C., Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: an experience of practicing flipped classroom strategy, Computers & Education, 78, 160–173, 2014.
  • [46] Dempsey M., Brennan A., Turbocharging the journey into the liminal space and beyond, 11th International Technology, Education and Development Conference, 2017.
  • [47] Prensky M., Digital Natives, Digital Immigrants, On the Horizon, 9, 2001.
  • [48] Bennett S., Maton K., Kervin L., The ‘digital natives’ debate: a critical review of the evidence, British Journal of Educational Technology, 39, 775– 786, 2008.
  • [49] Arulampalam W., Naylor R.A., Smith J., Am I missing something? The effects of absence from class on student performance, Economics of Education Review, 31, 363–375, 2012.
  • [50] Demir V., Making global citizenship less utopian: suggestions for turkish social studies, University of Delaware, 2017.
  • [51] Lim C.P., Global citizenship education, school curriculum and games: learning mathematics, english and science as a global citizen, Computers & Education, 51, 3, 1073–1093, 2008.
  • [52] Oxfam, A curriculum for global citizenship, Oxford, 1997.
  • [53] Alves J., Marques M.J., Saur-Amaral I., Coownership Active Interfaces between Academia and Industry, European Planning Studies, 15, 1233– 1246, 2007.
  • [54] Dempsey M., Brennan A., Turbocharging the journey into the Liminal Space, INTED2017 Proceedings, pp. 4315–4324, Valencia, 2017.
  • [55] Cousin G., Threshold concepts, troublesome knowledge and emotional capital. Overcoming barriers to student understanding: threshold concepts and troublesome knowledge, Jan Meyer and Ray Land [Eds.], UK: Routledge, pp. 134–147, 2006.
  • [56] Dempsey M., Brennan A., Re-boot learning: providing an e-tivity scaffold for engagement for early reseach activity through Blog technology embedded within teaching and learning, INTED2018, Valencia, 2018.
  • [57] Garrison et al., Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education, The Internet and Higher Education, 2, 87– 105, 1999.
  • [58] Gonser, S., Students are being prepared for jobs that no longer exist. Here’s how that could change [online], available: http://danielschristian.com/learning-ecosystems/2018/04/14/students-arebeing-prepared-for-jobs-that-no-longer-exist-hereshow-that-could-change-gonser/
Uwagi
Opracowanie rekordu w ramach umowy 509/P-DUN/2018 ze środków MNiSW przeznaczonych na działalność upowszechniającą naukę (2019).
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-a4cadcea-bd4a-4ae3-82b5-519b4f128f0e
JavaScript jest wyłączony w Twojej przeglądarce internetowej. Włącz go, a następnie odśwież stronę, aby móc w pełni z niej korzystać.