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"Students"

The paper examines Science intern students' perceptions of knowledge transfer from university to work. Compared with research on learning at work, the field of transfer between university and workplaces is less well explored. students were briefed on transfer at their workplaces then asked to submit an account of their own experiences of knowledge transfer. The briefing sessions and the accounts were then examined for emergent trends that may shed light on the extent to which students perceived transfer to be occurring. In short, students may recognize some transfer of knowledge and procedures with limited learning or they may extend and develop more general learning into specific learning at work, often providing original, innovative contributions to work practice. Contributions to work were seen as ideal transfer tools or boundary objects. © 2011 Taylor & Francis.

Technology education is a study of technology, which provides an opportunity for students to learn about the processes and knowledge related to technology. In the field of education, computers have become an important metaphor to denote technology in the classroom. Keeping this in mind, most teacher education institutes in India have introduced a course in Computers in Education, but due to the paucity of time in the academic year, many teacher education institutes briefly cover the aspects of technology education in their classroom. A methodology was required that would allow the Pre-service teachers learn basic technical knowledge of relevant software effectively and hence allow more time for dwelling into the pedagogical constructs that makes the application technology in the teaching learning process - effective, interesting, challenging and satisfying. It was in this context that a Self learning material was developed for Open Office Impress - a free presentation software. Presentation software allows teachers to present text and images, including photographs, in color; to animate text and graphics; and to include audio and video files to a large audience, like the classroom. The cognitive apprenticeship framework specifies four dimensions for designing powerful environments, namely: content, method, sequence, and sociology. This paper discusses adapting an Interactive Video Based Self Learning Module on Open Office Impress in the Dimensions of the Cognitive Apprenticeship Framework. It further discusses the affect of this module on the Quality of Presentation made by Pre-service teachers vis-a-vis their Cognitive Style and their Gender. The results of the study showed that this material augmented the Pre-service teachers' technology skills in directly using, applying and learning technology. © 2011 IEEE.

Aalborg University, Denmark, has for a decade run an M.Sc. course in Construction Management in the Building Industry in compliance with the university's general mode of study: Problem Based Learning, project organisation and group work. Recently the programme was reviewed based on questionnaires completed by graduates and their superiors, and guided interviews. The review included the third semester's optional internship. The internship is designed to combine practical and academic learning within the semester theme: Innovation.Acomprehensive report documents the learning. This paper describes the findings and recommendations of the review for this internship. The overall conclusion is that the internship creates added value for the students, and thus either optional or compulsory internships should be incorporated in future programmes. The industry advances a positive stance towards internships. Some of the weaknesses of internships are pointed out, e.g. the preparedness of the companies and the academic level of the students' internship report. © 2011 TEMPUS Publications.

Post practice is very important teaching mode combining learning with working through school -enterprise cooperation in training high skilled talents, which is the practice of teaching and learning activities participated by students, schools and businesses with purposes and plans. In order to enhance the effect of the post practice, it is necessary to build the quality management and monitoring system. In this paper, the connotation and construction of the quality management and monitoring system in post practice process will be introduced, the implementation result in Guizhou Communication Polytechnic shows that the students' internship , career development, base construction, curriculum teaching could be more effectively docked with the management and monitoring system, also, the school competitiveness be more strengthening. © 2011 Springer-Verlag.

Background: Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice.Method: In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis.Results: There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges.Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns.The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career.Conclusion: Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce. © 2011 Newton et al; licensee BioMed Central Ltd.

This article examines the perceptions of Accrediting Prior Experiential Learning (APEL) from the point of view of lecturers delivering higher education in further education institutions. Despite the fact that APEL is recognised as potentially providing a range of benefits for higher education providers, students and employers, little research has been carried out with those responsible for accreditation. Data were obtained using an online survey to collect information from lecturers about their awareness of and support for APEL. Analysis of this information reveals that confusion about the purpose and implementation remain the main barriers to APEL for this group, and that providing appropriate support for staff could be an effective mechanism for overcoming this. The implications of this study are discussed in relation to the higher education in further education context, with specific reference to the Foundation degree. © 2011 Further Education Research Association.

This article examines internships as part of the apprenticeship model of learning adopted in higher education. We focus on employers' views on internships, which have hitherto received only limited attention. Our study explores employers' experiences in organizing internships, and their collaboration with one University of Applied Sciences, through data from social and health care employers (n = 165), collected via a questionnaire. We conclude that if internships are to be improved as a means of learning from work experience, issues that employers want to raise within the collaborative framework require attention. These themes include relations with students, curriculum issues and the organization of the collaboration. A problem related to underestimating employer views on developing internships is that the resource-intensive nature of collaborative relations is silenced. As a result, targets for developing partnerships are left unrecognized, with adverse effects on the quality management and strategic planning of higher education institutions. © 2011 The Vocational Aspect of Education Ltd.

The objective of this paper is to compare the Jigsaw III technique (of cooperative learning) with the instructional teacher-centered teaching method in six graders in terms of the effect of written expression on their academic success. The universe of the study consists of 71 sixth-grade students studying during 2009-2010 academic term in a primary school in the province of Erzurum. Two classes were randomly selected: one (n = 35) of which was the control group where teacher-centered teaching method was applied, the other being experimental group (n = 36) where the Jigsaw III technique was applied. In the study, one of the most common application, pretest/posttest with control group experimental design, was chosen. The data regarding the academic success of the groups were collected by means of the achievement test in Turkish course as pretest, posttest and retention test; the students' opinions about the group works were obtained through feedback form, group work opinionnaire, and data were analyzed through 11.5 SPSS program. The results of the statistical analysis of teaching a written expression course showed that the experimental group did significantly better than the control group in terms of academic success. In addition, it can be said that the students had positive impressions on the Jigsaw III technique. © 2010 Education Research Institute.