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students in competence-based senior secondary vocational education are expected to actively construct personal knowledge during school-based learning and workplace learning. This study introduces the construct 'personal professional theory' (PPT) to monitor and analyse students' personal knowledge development. It aims to investigate the development of the content and nature of students' PPTs and their perceptions of learning processes in vocational education during school-based learning and workplace learning. One group of students (n=20) in the domain of Information and Communication Technologies (ICT) is followed during one cours of 40 weeks in which they alternately participate in school-based learning and workplace learning. A longitudinal design (t=4) including semi-structured concept maps is used to reveal the content and nature of students' PPTs (n=240). Semi-structured interviews (n=10) and log files (n=39) are used to explore students' perceptions of their learning process. No significant differences are found between the four measurements concerning the content and nature of students' PPTs. However, the actual content of students' PPTs shows a relatively unsteady and changeable pattern. Additionally, students perceive workplace learning as an essential process for the development of their PPT. It is concluded that the development of students' PPTs involves knowledge compilation as well as thematic turbulence. © 2011 Taylor & Francis.

For the free movement of labour across the European Union, establishing transparency and comparability of qualifications across member states is vital. This book examines how qualifications, knowledge, skills and competences are understood in different national contexts and trans-nationally and reveals a complex picture of differences and similarities both within and between countries. Against the background of EU policy initiatives, and in particular the European Qualifications Framework, an important focus is on the prospects and difficulties of establishing cross-national recognition of qualifications. Drawing on case studies of particular sectors and occupations in England, France, Germany and the Netherlands, this insightful book, written by leading academics in the field, will be a vital resource for students and researchers involved with vocational education and training, continuing professional development, human resource management and European Union policy. © 2011 Michaela Brockmann, Linda Clarke and Christopher Winch. All rights reserved.

This research designed a learning and teaching model using the Project-Based Learning approach (PBL) on the Web to promote cooperative learning of technical college students. The learning and teaching model designed was based on the PBL principles using the Web as a tool for learning management and the PBL activities to increase motivation and cooperative learning. As a result, the designed teaching model is the learning and teaching method that can promote real participation of the students in the learning processes. The students will be assigned to work cooperatively to create projects on the Web and put the completed projects on the Web into real practice in classroom. The model helps improve the students' cooperative learning skills which are useful for their daily and work life after graduation.

Aim: The aim of this study was to describe the self-reported confidence levels of final year students at the School of Dentistry, Cardiff University and at the University Dental School & Hospital, Cork, Ireland in performing a variety of dental procedures commonly completed in primary dental care settings. Method: A questionnaire was distributed to 61 final year students at Cardiff and 34 final year students at Cork. Information requested related to the respondents confidence in performing a variety of routine clinical tasks, using a five-point scale (1=very little confidence, 5=very confident). Comparisons were made between the two schools, gender of the respondent, and whether or not a student intended completing a year of vocational training after graduation. Results: A response rate of 74% was achieved (n=70). The greatest self-reported confidence scores were for 'scale and polish' (4.61), fissure sealants (4.54) and delivery of oral hygiene instruction (4.51). Areas with the least confidence were placement of stainless steel crowns (2.83), vital tooth bleaching (2.39) and surgical extractions (2.26). students at Cardiff were more confident than those at Cork in performing simple extractions (Cardiff: 4.31; Cork: 3.76) and surgical extractions (Cardiff: 2.61; Cork: 1.88), whilst students in Cork were more confident in caries diagnosis (Cork: 4.24; Cardiff: 3.89) fissure sealing (Cork: 4.76; Cardiff: 4.33) and placement of preventive resin restorations (Cork: 4.68; Cardiff: 4.22). Conclusion: Final year students at Cardiff and Cork were most confident in simpler procedures and procedures in which they had had most clinical experience. They were least confident in more complex procedures and procedures in which they had the least clinical experience. Increased clinical time in complex procedures may help in increasing final year students' confidence in those areas. © 2011 John Wiley and Sons A/S.

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. © 2010 Elsevier Ltd.

Purpose – This paper aims to investigate the confidence of foundation degree (FdSc) and top-up degree students in using and applying research methods within a sport and exercise discipline. Design/methodology/approach – Closed questionnaires determined FdSc (n=24) and top-up degree (n=21) students' confidence in five domains of research methods: using research literature, designing research studies, analysing data, interpreting research findings, and presenting research findings. Confidence was rated using a seven-point Likert scale anchored by “most confident” (1) and “clueless” (7). Findings –FdSc and top-up students were most confident in using research literature and presenting research findings, respectively. Both FdSc and top-up students were least confident in data analysis. Compared to FdSc, top-up students were less confident in data analysis (FdSc: 3.4±0.29 vs top-up: 4.38±0.39, p<0.01), interpreting research findings (FdSc: 2.99±0.39 vs top-up: 3.62±0.42, p=0.02) and presenting research findings (FdSc: 2.90±0.17 vs top-up: 3.33±0.15, p<0.01). Research limitations/implications – These data outline a need to address the teaching of research methods within FdSc and top-up degrees in order to enhance student confidence. Originality/value – Research methods are a defining feature of higher education degrees yet remain a challenging subject for many lecturers and students. Progression through FdSc and top-up programmes provides an interesting transition with regard to research methods due to more diverse student cohorts and different research experiences. Limited insight into the experience and confidence of students studying for sport related FdSc or top-up programmes, with regard to research methods, is currently available. © 2011, © Emerald Group Publishing Limited.

Using qualitative and quantitative analysis this paper presents a teaching model based on experiential learning in a large 'International Business' unit. Preliminary analysis of 92 student evaluations determined the effectiveness of experiential learning to allow students to explore the association between theory and practice. The analysis of the student responses identify that the students were able to complete all four stages of Kolb's Learning Styles Inventory (KLSI), the components of experience, critical reflection, abstract conceptualization, active experimentation, through the participation in experiential activities in this unit.The cognitive and affective experiences of students learning were measured using a battery of 15 Likert scale items. The scores for all the 15 items were found to be significantly above the scale midpoint of 3 validating a positive learning experience. The respondents were strongly of the opinion that the experiential learning activities helped them learn (Cognitive) and they liked participating in the activity (Affective). The attitudinal scores of Asian students were compared to the other students and a significant difference was found in only one of the 15 attitudinal items of the likert scale administered to the students. The Asian students found experiential activities material too complex as opposed to the other students. © 2011 Copyright Taylor and Francis Group, LLC.

Despite the irrefutable benefits, the number of students at HEIs in the UK opting to undertake a work placement is in decline (Little & Harvey, 2006; Morgan, 2006; Walker & Ferguson, 2009). The aim of this research was to determine the reasons that Tourism, Hospitality and Events students of one British university opt out of the placement year, and identify support mechanisms required in order to increase students' participation. Responses indicated a number of issues and suggestions are made for initiatives that emphasise the value of the opportunity and encourage students to consider their career development. © Journal of Hospitality, Leisure, Sport and Tourism Education.

The aim of this paper is to explore the process of developing a model for applied dissertations in taught postgraduate tourism programmes. Findings suggest that applied dissertations afford students the opportunity to engage in learning through and for work. Secondly, as learning demands the direct incorporation of external agents and knowledge, applied dissertations emerge as complex adaptive systems: a series of dynamic, fluid and complex interrelations. Finally, the paper explores the ways in which applied dissertations encourage students to become reflexive practitioners as they review and learn from their experiences. © Journal of Hospitality, Leisure, Sport and Tourism Education.

Purpose: This paper seeks to report on research investigating students' and industry's expectations and assumptions of the desired attributes of hospitality employees. Design/methodology/approach: Views on a range of questions about the value of a hospitality degree are analysed, based on a survey of 74 hospitality managers and 137 students. Findings: The divergence in views between students and industry was significant. students thought knowledge and skills were important for new employees, but industry was far more interested in personality. To get promoted, students thought they would have to become good communicators, but industry was more interested in initiative. Industry's views suggest that managers value attitudinal attributes over skills, and are therefore prepared to help employees gain the skills needed for their roles. Research limitations/implications: There were limited responses from hotel general managers (GMs). Their views on what graduates need to accomplish to reach the position of GM would have added value to this study, so further research focusing on GMs' views is recommended. Originality/value: This paper analyses the beliefs of hospitality students and industry regarding the desired attributes of hospitality employees. Their expectations and assumptions are significantly different, and the gap is a cause for concern for educators and industry to address. © Emerald Group Publishing Limited.