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"Teaching"

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. © 2015 Elsevier Ltd.

This chapter commences the discussion that then continues across the contributions of this monograph regarding how practice-based learning experiences (i.e. those in the circumstances of practice and usually outside of university settings) can be utilised and integrated within higher education courses in effective and sustainable ways. This discussion acknowledges that students’ learning through engagement in practice-based experiences is now and increasingly seen as being an essential component of higher education programs that are preparing graduates for entry into targeted occupations. The need for informed bases of teaching and learning to meet this demand grows as many of the existing concepts and practices within educational science cannot adequately inform the effective utilisation of students’ learning experiences outside of educational programs and institutions, nor their integration. Hence, teachers in universities have to develop and reflexively advance the capacities (i.e. understandings, procedures and dispositions) required for effectively utilising and integrating such experiences. Through doing so, these teachers and their practices can inform others and, in turn, educational science. This proposition, its premises and case is advanced here through a discussion about the nature and contributions of learning through practice, how they might best be aligned with higher education provisions and in ways that are sustainable and effective. It does this by drawing upon the processes and findings of a recent national teaching fellowship that comprised 20 projects that focused on the integration of practice experiences within higher education programmes across a range of disciplines within six Australian universities. © Springer Netherlands 2015.

This study aims to understand whether an entrepreneurship course can improve the entrepreneurial intentions, satisfaction towards the entrepreneurship course and learning efficacy of technical university students. In order to achieve these purposes, this study adopted the pre-test and post-test experimental design for one single subject group and conducted experimental teaching for 18 weeks. During the experiment, in addition to lectures given by the course instructor, experienced speakers with actual entrepreneurial exposure were invited for mentor co-teaching. The results found high satisfaction and better learning efficacy for the above curriculum design and teaching, but the entrepreneurial intentions of students have not been improved. This indicates that with the implementation of the entrepreneurship course, students better understand they are not suitable to pursue an entrepreneurial career. Hence, entrepreneurship education does not teach students to “pursue an entrepreneurial career,” but to apply what they learned to their future jobs. Mentor co-teaching indeed enhances satisfaction towards the course and the learning efficacy of students. © 2013, Springer Science+Business Media New York.

Undergraduate research, the practice of teaching students by engaging them in a research project, has a long record of achievement. Research-based evaluations show it is likely to have a range of positive educational and career outcomes for students. Many examinations of these benefits apply to STEM subjects (Science, Technology, Engineering and Mathematics). This article sets out one approach to undergraduate research in political science, based on an apprenticeship model. Using a small survey of all those who have followed the GV314 course at the London School of Economics since 2004 the article finds evidence that the benefits of undergraduate research appear to be quite striking outside STEM subjects too. © 2015 European Consortium for Political Research.

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach was developed within the German Dual VET System. Therefore it is not surprising that the work reality is for us the major principle for designing curricula and learning settings. As a starting point for developing didactical measures in the field of vocational education and training it is crucial in this approach to identify practices, routines and experiences of skilled workers that are experts for what they are doing. What are those people doing when handling a task, how are they acting, what work objects and tools are they operating with, and what requirements do they have to be aware of? To answer these kinds of questions, the real work in practice must be explored. A useful approach for doing this is a vocational work process analysis. The next step comprises developing a workbased learning project for the classroom. These two steps, vocational work process analysis and work-based learning projects, build the core of the article and enable a grounded work-based learning. Additional the changing priorities of curriculum design in the last century are introduced to reach a better understanding of the background and the actual work-oriented focus in German Dual VET. Our key proposition is: If work-based learning in vocational schools is wanted, the gap between the reality of work and the formal learning settings has to be closed. © 2015 European Research Network Vocational Education and Training. All rights reserved.

Education and training can improve the quality of health care. We evaluated a course taught by Obstetrics/Gynaecology residents on the work environment and maternal/neonatal outcomes at Orotta Maternity Hospital. Participants were given a Standardised Safety Attitudes Questionnaire (SAQ) to measure work environment before and after training. Maternal/neonatal outcomes were extracted from hospital logbooks. Neonatal quality indicators were: adverse score index, weighted score index and severity score index. SAQ response rate was 77.6% (45/58) pre-training and 95.6% (43/45) post-training. Mean total SAQ score increased from 3.07 to 3.32 out of 5 points (p < 0.05). Changes in relative risk (RR) were not statistically significant for maternal [maternal death ratio of RR (RRR) =1.08, 95% CI: 0.20−5.84 and blood transfusion RRR = 0.90, 95% CI: 0.74 –1.09] or neonatal outcomes (intrapartum death RRR = 1.24, 95% CI: 0.57–2.75, neonatal death RRR = 0.93, 95% CI: 0.26–3.24, neonatal transfer RRR = 1.02, 95% CI: 0.81–1.27, and Apgar < 7 at 5 minutes RRR = 1.20, 95% CI: 0.83−1.73). Neonatal quality indicators did not change significantly. Utilising residents to teach staff-developed training within a hospital setting was feasible and may improve the work environment. Impact on maternal/neonatal outcomes is not evident but continued follow-up is important. © 2015 Taylor & Francis.

In this paper, we propose a new concept-interventional management which is defined for the vocational skill training system on the basis of "Dinggang" internship of China. The proposed method overcomes the limitation of traditional vocational education, that is, the lack of teaching resources and the non-conformity of skill training and social requirement. The new management works effectively in that, the educators can obtain much feedback information from the enterprise managers and the students. From the control point of view, the management system is loop-locked. To facilitate the interventional management system, a few kinds of school-enterprise co-operations implement for several years. The data of employment quality from 2010 to 2012 show the effectiveness of the proposed training system. © 2015 IEEE.

This chapter attempts to address a paradigm shift from training to workplace learning in the 21st century as a means of improving the workforce. For any country or organizations to remain highly competitive, it is workplace learning, not organized training, in which adult employees should seek to engage. This chapter addresses how workplace learning has evolved as the most critical stage in boosting employees' skill sets among all other training mechanisms. Various theorists' views and principles have been discussed. It is hoped that the chapter can serve as the basis for teaching, learning, and research regarding this important area called workplace learning. A central theme has emerged from this chapter; that is, the success of a country or organization should be sufficiently gauged by workplace learning. A country's gross domestic product (GDP) can be misleading given multiple factors such as an emerging aging population. © 2016 by IGI Global. All rights reserved.

This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers’ initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn to become teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development. © 2014 Lahiff.

The aim of this paper is to explain how the “zone of comfort” is the principal obstacle to implement the Problem-based learning (PBL). Using an empirical process, they are analyzed the implications of utilization the ABP and the traditional one, into principal agents: student body and professorship. Opinions of the student body are tested by surveys and of the professorship, by groups of discussion. The resistance to the change for the professorship appears as the principal reason, and the fears and difficulties to announce the opinions for student body. Both are the main impediments for the materialization PBL. © 2015, Universidad del Zulia. All rights reserved.