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Higher Education is not excluded in realizing the effort of promoting Education for Sustainable Development (ESD). Hence a framework of learning should be introduced to the students which at least include elements such as lifelong learning, interdisciplinary approaches, systems thinking, partnerships, multicultural perspectives and empowerment. To have all of these elements in a course is quite challenging. This paper will discuss the framework of teaching and learning a course using Problem Oriented Project Based Learning (POPBL) in an effort to promote ESD. POPBL is developed as an intervention in an action research cycle. © 2011 Published by Elsevier Ltd.

Background: The educative role of experiential workplace placements has been discussed in the context of many health professions. Quality assurance and enhancement strategies rely on evaluations that provide valid and reliable data, so that informed decisions can be made about improving learning for students. No research could be located in the literature to determine the gap between stakeholders' perceptions of the importance of indicators and their perceptions of whether these practices occur in experiential placements. Aim: To develop indicators that can be used to describe a quality clinical placement; and to determine stakeholder perspectives on the occurrence of the indicators in Australian pharmacy student workplace placements. Method: A questionnaire was developed and administered to students, academics and placement preceptors. Results: The indicators for placement quality were perceived to be important. However, perceptions of the degree to which these indicators actually occurred on placement varied between the three stakeholder groups. Conclusion: Stakeholder groups are either not aware or do not necessarily understand the contribution of the other stakeholders to the placement process. This highlights the need for collaboration and recognition of the roles of all participants in quality placements.

students in competence-based vocational education are expected to actively construct a personal professional theory, in which they integrate different types of knowledge and beliefs. students' personal professional theories are seen as an important learning outcome of competence-based vocational education. However, it is unknown how personal professional theories can be measured. This study focused on measuring the content and nature of students' personal professional theories using a multi-method triangulation approach, in which 16 students in the domain of Social Work constructed a concept map, an interview and a self-report. The results show that the relatively structured methods (i.e., interviews and concept maps) reveal more insight into students' personal professional theories than less structured methods (i.e., self-reports). It is concluded that both structure as well as adequate prompts are important in the process of explicating personal professional theories. © 2011 Copyright Scandinavian Journal of Educational Research.

This study investigated whether training provided in apparel design classes improves ability to estimate and measure full-scale lines, if these abilities are correlated, and if students' ability to measure is better than their ability to estimate dimensions of full-scale lines. Beginning students (n = 37) were enrolled in the first fashion production class; advanced students (n = 78) were enrolled in classes for which the first class was a prerequisite. students completed the 30-item Estimate of Linear Measurements of Full-Scale Lines; then measured the 30 lines with a ruler (Physical Measurement Test). On average, participants scored around 50% on both tests. Beginning students scored lower on both tests than advanced students. The tests were not significantly correlated. students scored higher on the measurement test than the estimation test. Training provided in apparel design classes appeared to contribute to skill in estimating dimensions of, and physically measuring, full-scale lines. © 2011 International Textile & Apparel Association.

This article proposes a progressive, experiential and collaborative approach to sustainable tourism pedagogy (STP). Six core STP literacies (technical, analytical, ecological, multi-cultural, ethical, policy and political) are identified, which guide skill and knowledge development for the sustainability practitioner. These are facilitated through experiential education in the field that facilitates critical thinking, practical knowledge and participatory action. It is argued that a critical reflexive stance combined with a collaborative community service-learning approach in STP enables phronesis (practical wisdom) and praxis (social change). A case example is provided of an academic-community collaboration involving undergraduate students, local public and private sector stakeholders, plus diverse rural residents that came together temporarily to explore a cultural heritage issue and challenge. This collaboration facilitated collaborative learning, diverse community involvement and community service. The case overview illustrates a teaching opportunity that conveys how some of these STP priorities were undertaken, including the need for critical social action (to address not only environmental issues but also social-cultural sustainability issues related to the well-being of minority, marginalized and diverse populations). © 2011, SAGE Publications. All rights reserved.

Aim. This paper is a report of a study in senior secondary vocational education designed to develop a framework for teacher competences to support nursing students in developing their reflection skills. Background. For healthcare-related professions such as nursing, there is a growing attention for developing reflection skills. Little is known about teacher competences required to support the development of reflection skills in nursing students. Developing a framework of teacher competences can contribute to filling up this gap. These competences are described in 91 indicators distributed over six task domains. Methods. A Delphi study was conducted in the first half year of 2008 to get consensus on a framework of teacher competences required for creating the learning environment needed for developing reflection skills in nursing students. Experts judged teacher competences on a seven-point Likert-type scale. Findings. In the first round, mean scores on the teacher competences were already high. Minor revisions were needed. In the second round, mean scores increased, whereas standard deviations decreased in round 2 compared with round 1. These changes were statistically significant. Coaching was seen as most important task domain. Conclusion. Consensus has been reached on teacher competences to be used in nursing education to develop students' reflection skills. The framework of competences may be a source for curriculum development concerning reflection skills and for teacher training programmes to coach nursing students' reflections. © 2011 Blackwell Publishing Ltd.

In the course of the "Bologna process", the German system of higher education was significantly restructured by introducing bachelor and master degrees. Although a selection of the best bachelor graduates to enter master programs was intended the transition rates are at a very high level in general. This study focuses for the first time in detail on the transition behavior of nearly 700 bachelor graduates of a German university. Several hypotheses on social selection processes and on the role of gender are tested. Approximately three of four bachelor graduates enter a master program directly after completing their bachelor degree. Multivariate analyses confirm that the educational background of the graduates is influential: There is a nine percentage point difference in the transition rates of graduates from a lower educational family background compared to graduates with at least one parent with a university degree. Primary effects of social background as differences in grades are not detected, however there is evidence that graduates from a lower educational family background do not acquire additional elements of qualification as participation in exchange programs with universities abroad and internships closely related to their field of study. The lower transition of female graduates is completely explained by sex segregation of fields of study.

Given the increasing desire for sustainable practices in our world today, graduates of agricultural higher education systems all around the world would be facing new challenges after their arrival into marketplace and dealing with their prospectus clientele. The purpose of this study was to identify and prioritize the educational needs of agricultural senior students towards sustainability. Population of the study was senior bachelor degree students of agricultural faculties, western part of Iran. The sample size was calculated using the Krejcie and Morgan (1970) sampling table (n=285). A factor analysis approach was implemented to categorize educational needs of respondents; and eventually five groups were ranked and finalized as the following: (1) participatory planning, (2) participatory techniques in rural development, (3) biodiversity protection methods, (4) sustainable soil protection methods, and (5) utilization of indigenous knowledge. Stepwise multiple regression revealed that four of agricultural learners' characteristics that is, previous experience in agriculture, commitment to sustainable rural development, gender, and finally teamwork interest explained 75% of the variance (R square = 0.75) which was statistically significant. A t-test that followed indicated that students living in rural settings as compared to those living in urban areas demonstrated different educational needs (t = 5.99, p = 0.02). It seems to us that a high priority should be given to planning and implementing complementary courses regarding sustainability issues. © 2011 Academic Journals.

Objective: The National Health and Hospitals Reform Commission Report suggests introducing an internship period for all newly qualified dental/oral health practitioners in Australia. This study gauged the opinions of undergraduates from three dental schools in Australia.Methods: An online survey collected demographic information on gender and age, the program registered for, year and place of study. The level of support for an internship was gauged using a five-point scale. Open-ended questions on the concerns, advantages and disadvantages of an internship concluded the survey. All students in the participating universities were invited to participate via email.Results: There were 445 responses. Forty per cent of students were supportive of an internship scheme. The level of support differed by gender, age, relationship status, having a previous tertiary qualification and year of study. Males, older participants, those with children and those with previous qualifications were less supportive. The main concerns related to issues around choice, family commitments, location of internship placements and salary levels.Conclusion: Support for an internship scheme for dental graduates elicited a divided opinion amongst dental students. Many issues around financing and logistics have to be addressed before any such scheme could be implemented in Australia: there is a need to consult with dental graduates and promote the benefits to the student body. © Health Education Journal 2010.

Today great attention is paid to competency based education and application of this method in entrepreneurship education at academic level as well as other educational environments (Izquierdo, 2008). current business education programs are strongly criticized for not being in accordance with the requirements of changing business environment. One general criticism is that business education has become too task-oriented and does not emphasize on multi-dimensional complexities of issues (Tarabishy &Solomon, 2005). University professors in different course agreed that academic programs should be compatible with the needs of society ( Mulder et al, 2009). In some cases a clear gap between knowledge and skill levels of students can be observed (for instance in cases where their expertise in academic knowledge and skill is not adequate) (Woollacott, 2009). Therefore the goal of this study is to examine the importance of entrepreneurial competencies to identify entrepreneurship education headlines using a competency based approach for IT students. The study is done on two samples on the population; the first sample is comprised of entrepreneurs who are active in the field of Information Technology and Information Technology students in B. A. level. The second sample is made of experts (including academic experts in the field of entrepreneurship Education and entrepreneurship professors). The research methodology is mixed (quantitative and qualitative). In qualitative part, data is gathered using interviews and in the quantitative part questionnaires are applied. Data analysis is done using coding methodology. Also, in order to interpret quantitative data, SPSS software has been used. The results are indicative of the most important entrepreneurial competencies that should be considered in designing entrepreneurship curriculum with competencies approach for IT students. © 2009 Published by Elsevier Ltd.