Search Results for
"Higher education"

In this study, we compared students’ engagement in college and career readiness experiences between three academies and a traditional, comprehensive high school. The three academies differed on fidelity in implementing the NAF career academy model. We found that students in the high fidelity NAF academy engaged in both college and career readiness activities at significantly higher levels than their traditional, comprehensive student counterparts. However, the two academies with low and moderate levels of fidelity did not have significantly different college and career readiness experiences compared to those in a traditional, comprehensive school. Our findings provide implications for policy and for future studies concerning the potential of the career academy model to prepare students to be college and career ready. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The purpose of the present research is to study the impact of innovative educational strategies of vocal training on the development of creativity and motivation among students. The present study builds on an empirical approach. It involved 86 first-year undergraduate students in the Department of solo singing, Institute of Music, Henan University, Kaifeng, Henan, China. It is significant to mention that the students were chosen randomly. The study covers the period of an academic semester. The study participants underwent training using innovative pedagogical methods of personality-oriented learning. This approach aims at developing creative abilities, creativity, and motivation among students. It is worth noting that this approach contained a psychophysiological component. The present research presupposed using the following psychodiagnostic methods: “Questionnaire of Formal-Dynamic Properties of Individuality” (QFDPI) by Rusalov; “BFQ-2. Big Five Questionnaire” (Caprara, Barbaranelli, Borgogni, and Vecchione); “Motivation of professional activity” (Zamfir, modifications by Rean); “Research of Creative Imagination.”. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

Augmented reality (AR) is a new emerging technology that can improve the learning experience while making learning interesting and keeping students’ attention. Schools and higher education have already implemented AR in the teaching and learning process to convey information more effectively. However, there is a lack of information about AR for skill training in TVET institutions. The purpose of this study is to determine the perceptions of TVET instructors regarding the use of AR technology for skill training in TVET institutions. This case study was conducted using a questionnaire with a 0.99 alpha-Cronbach value. The questionnaire is using 5 Likert-scale and open-ended questions as an instrument for this study. There were 37 respondents selected randomly from TVET institutions in the center region of Malaysia. The findings show that TVET instructors have a positive perception toward using AR in skill training delivery. Furthermore, this study also found there is a challenge to implement AR technology in certain aspects such as students’ acceptance, instructors’ expertise, technology barrier, and policy for TVET institutions. The implication of this study will contribute to the TVET area for training using AR. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

College and university remain the dominant academic pathways for graduating Canadian high school students. However, apprenticeships can provide alternative education pathways for a significant proportion of the population. Despite the push to undergraduate programming, some students end up in fields that don’t suit their interests. To pursue academic programming that better suits personal interests and academic aptitudes, students have the option of transferring schools. However, no study to-date has explored the transfer reasons and process of students moving between university and apprenticeships in Canada. To address this knowledge gap, we collected qualitative interview data from post-secondary administrators who work directly with transfer students. We also collected interview data from Ontario-based students who transferred to apprenticeships from university. Analysis of our interview data identifies mechanisms that influenced participants’ education pathway choices. © 2022 The Vocational Aspect of education Ltd.

Professionals are increasingly involved in attempts to understand and address problems with wicked tendencies, which require crossing boundaries between disciplines, organisations and stakeholder perspectives. This multiple-case study investigated six higher professional education courses in order to develop better understanding of how teachers foster the development of students’ boundary-crossing expertise through enhancing relevant learning processes in courses focussing on wicked-problem-solving in interdisciplinary and multi-stakeholder contexts. We viewed students’ relevant learning processes as learning mechanisms that foster boundary awareness (identification and reflection) and boundary work (coordination and transformation) and considered teachers to be enablers of such learning processes. Data came from semi-structured interviews with teachers, students and stakeholders, observations and document study. We identified nine interrelated enabling strategies teachers used. To foster students’ observation of wickedness through boundary awareness, they encouraged mutual acquaintance, open exploration, opportunities for learning, and multi-perspectivity. To foster students’ action through boundary work, they encouraged initial contact, joint action and multifaceted perspectives on value creation. To foster the interplay between boundary awareness and work, they encouraged successive refinement and structure while embracing wickedness. Balancing the tension that students experience at boundaries when navigating complexity, uncertainty and value divergence was identified as an important element of these enabling strategies. © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

This article explores change possibilities towards status improvement in vocational education’s social construction. Following other researchers, it assumes that higher-status vocational education should give vocational learners perspectives that would accord with their identities and desires, broadly ranging between working in a particular company and further studies. The article proposes that change in this direction must concern the transmitter-acquirer-knowledge-relation and also curriculum, evaluation and the external relations of education. To think systematically about changes of these ‘adjusting screws’, this article proposes a realist approach with Bernstein’s conceptual language, and Moore's Bernstein-based model of education where vocational learners, plausibly, receive an orientation towards broad futures beyond narrow job roles. Moore's model implies fundamental changes of all these ‘adjusting screws’ and, importantly, of the principle underlying their realisation in schools. The case of company-based education in Germany’s ‘dual system’ is advanced as a real-life example for the highly theoretical model. Findings from a Bernsteinian analysis of the transmitter-acquirer-relation in regulated company transmission made sense, when the system was understood as realising the principles envisioned in Moore’s model. The model and its underlying principles, together with their realisation in the DS, open up a perspective towards education (instead of job training) in workplaces. © 2022 Federal Institute for Vocational education and Training, Germany.

This critical examination, based on in-depth interviews with current and former students from sport management academic programs in the United States, provides insight into how the academic internship is being reconfigured at the nexus of higher education and the sport industry. Drawing on the concept of hope labour, the analysis illustrates that sport management student internships in the sport industry are increasingly experienced and rationalised as future-oriented ‘investments’ and ‘opportunities’. It sheds light on coercive market forces behind increased internship participation and illustrates how the sport industry often fails to provide proper learning contexts for students to develop skills and advance their careers. We argue that sport management internships experienced, rationalised, and institutionalised as a form of hope labour obscures and contributes to the reproduction of exploitative realities and substandard experiential learning practices within the sport industry. © 2022 Pedagogy, Culture & Society.

Prior learning assessment (PLA) uses testing or competency portfolios to assess and grant credit for college-level learning, thus offering personal and professional empowerment to adult learners. The purpose of this review was to systematically examine global academic literature related to PLA over a decade. An earlier review of U.S. literature focused solely on PLA, but this review focused on the globally used term recognition of prior learning (RPL) and prior learning assessment and recognition (PLAR). Data collection followed a structured process to identify all peer-reviewed journal articles published over a decade that meet inclusion criteria. Data analysis included thematic coding to identify categories leading to themes. Major findings included journals publishing about PLA, author perspectives and affiliations, underlying empirical studies, and eight major themes: studies of programs, policy and systems, studies of PLA, technology tools, theory building, assessment practices, workplace applications of PLA, and immigration. © 2022 Association for Continuing higher education.

Concerns about the poor outcomes from school-based vocational education, which is heavily concentrated in schools serving disadvantaged communities, has led the State Government of Victoria, Australia, to implement major reforms, including abolishing the Victoria Certificate of Applied Learning. Instead, from 2023, learning in vocational education will be recognised as a vocational major within Victorian Certificate of education (which is used to regulate admission of school leavers into higher education). This article draws on the new localism and field theory literatures to position the reforms as an attempt improve the provision of school-based vocational education through localising delivery of SBVE to meet demand for skill in the local labour market. Improving the matching process is seen to lead to a range of positive outcomes for students. The paper provides an assessment of the likely impact of the reforms, with a focus on the building trades, and argues that while aspects of the reforms may help some students, they are unlikely deliver the changes needed to create productive pathways to quality work for all. © 2023 The Vocational Aspect of education Ltd.

Purpose: This study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system. Design: This study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles. Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories. Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics. Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system. Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems. © 2023 Wageningen University.