Search Results for
"Students"

The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

The world faces a growing youth employment crisis: worldwide, young people are three times as likely to be unemployed as adults; and unemployment in youth leads to social exclusion, poor mental and physical health, social unrest, and a pattern of labor disengagement. Research has shown that young people who are at risk of unsuccessful school-to-work transitions experience school as an adverse context. Work-based education (WBE) is one of the most frequently recommended solutions for engaging young people in school while providing a basis for successful transition into meaningful employment. However, while there have been many practical efforts to implement transition systems for at-risk students in a wide range of contexts, there has been limited theoretical accounts of the mechanisms and structures that facilitate successful transitions for vulnerable students. The purpose of this chapter is to develop a person-in-context model with three overlapping domains - the individual, the social-cultural, and the economic-political - that addresses how WBE can promote a context of resilience for at-risk students. Specifically, WBE is held to provide a protective context that enables young people to navigate and negotiate influential facets within each of these domains as they transition from school-to-work. Our practical goal in developing this model is to address the vexing question: Which WBE programs are most likely to lead at-risk students to successful transitions into meaningful work? © 2012 Springer Science+Business Media Dordrecht. All rights are reserved.

Many hotel management students show negative attitudes toward entering the hotel industry. Such attitudes are likely the result of a negative internship experience that may cause a young person to quickly turn away from the industry. At present, work-life balance is recognized as one of the top five important challenges in human resource management. Additionally, different hotel job characteristics would lead to different internship experiences. This article aims to establish a conceptual framework by reviewing the extensive literature on the study of the interrelationship of internship core job characteristics and work-life balance toward general job satisfaction and future career intention of hotel interns. © 2012 Copyright Taylor and Francis Group, LLC.

The internship is one of the most effective models of experiential learning in hospitality education. However, to be successful, it requires the cooperation of students, employers, and educators. This article identifies the role and value of the internship in hospitality education. Its benefits and drawbacks are discussed from the perspectives of the three stakeholders, and an overall assessment is discussed. The article ends by proposing suggestions for future research. © 2012 Copyright Taylor and Francis Group, LLC.

Education is key to addressing the challenges of providing high-quality care to the ever growing number of people with dementia. Although dementia education is required for multiple professions and disciplines working with people with dementia and their families and friends, there is a gap in knowledge of students' views about university-level online dementia education. This article reports on an evaluation, via an online questionnaire, of student views of the delivery modes and learning impact for the first online postgraduate program in Dementia Studies worldwide. The majority of our respondents (65%) reported their participation in the Dementia Studies program as broadening their thinking, with 61% reporting that it broadened their practice. students also reported on the utility of initial face-to-face teaching and the extent to which they are able to apply their learning to practice. The article concludes by suggesting that a blended learning approach, comprising online and face-to-face teaching with an emphasis on reflexivity has the potential to meet the global demand for skilled dementia care practitioners and to create leaders in the dementia care field. © 2012 Copyright Taylor and Francis Group, LLC.

In the Netherlands, many Pre-Vocational Secondary Education schools are implementing elements of competence-based education. These learning environments are expected to elicit the use of deep information processing strategies and to positively influence learning outcomes. While questionnaires are often used to investigate the preferences of students for particular types of information processing strategies in other educational contexts, these instruments cannot simply be adopted unaltered for use in Pre-Vocational Secondary Education where several characteristics of the students must be taken into account. This study explores the psychometric properties of three instruments for the measurement of student preferences for deep or surface information processing strategies in competence-based Pre-Vocational Secondary Education. The utility of a semi-structured interview, a questionnaire, and the think-aloud method was investigated. The questionnaire appeared to be the most accurate instrument and allowed easy classification of students in terms of their information processing preferences. The think-aloud method provided profound insight into the information processing strategies that the students preferred for a learning task and the frequencies with which the strategies were used. The interview results largely corresponded to the results produced by the other measurement instruments, but the interview data lacked the expected richness and depth. © 2012 Springer Science+Business Media B.V.

Applying a modified-Delphi technique, this research study sought consensus from business education mentor teachers regarding the top three areas in which business education student teachers were prepared as well as underprepared for their roles as teachers. Further, the mentor teachers provided recommendations for business education teacher preparation programs to implement to better prepare their teacher candidates for the student teaching internship. To that end, the mentor teachers did not gain consensus on the top three areas their student teachers were most prepared. However, they did agree classroom management and working with special needs' students were among the top three areas their student teachers were least prepared. The mentor teachers agreed business education teacher preparation programs could provide more experiences with classroom management in public schools and provide their teacher candidates with more information about the workload and commitment needed to be effective teachers © 2013 by IGI Global. All rights reserved.

Traditional host-student internships always aim to provide positive real-world learning outcomes for students. The industry partners are often considered to benefit from the arrangement, primarily through recruitment opportunities and achieving corporate and social responsibility objectives. Supplementary host benefits can include knowledge exchange, such as receiving innovative ideas and the latest theories from the students, as well as developing a collaborative relationship with the university. It is these, usually peripheral, benefits that emerged as the key positive outcomes for the tourism industry stakeholders of an innovative destination immersion internship, conducted by the School of Tourism, The University of Queensland. A third key outcome, identified through the in-depth interviews, and not usually associated with internships, was engagement with the destination network. This paper reports on the industry participant's expectations, experiences and satisfaction with the destination-based internship program. In particular, the research considers the benefits and challenges beyond the established internship literature. The findings of this study show that there is broader scope and reciprocity from internship programmes than has previously been identified in the literature. © 2012 Taylor & Francis.

The new workplace is a key arena for learning in today's society. The spiraling demand for knowledge in the workplace has increased interest in learning, especially team learning. Team learning can be viewed from multiple perspectives, making it difficult for career and technical educators (CTEs) to know how to prepare students for a team-based work environment, especially one that includes virtual teams. In addition, emerging technology adds to the confusion about how to provide effective learning experiences that mirror what is occurring in the workplace. To prepare the workforce of tomorrow, CTE instructors can become facilitators of team learning by providing ample opportunity for learners to practice team skills in a low-risk learning environment. By providing the exposure and practice to team learning skills and technology tools, CTEs may help equip students with added skills in entering a global workplace. © 2013 by IGI Global. All rights reserved.

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses. © 2013 by IGI Global. All rights reserved.