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Integrating employability learning and career development learning: Insights into a business school approach
Full text linkThis practitioner reflection shares insights based on our seven-year journey pursuing an ambitious curriculum transformation espousing partnerships pedagogy within the School of Business (SOB) at Western Sydney University (WSU). With a significant proportion of first-generation and culturally and linguistically diverse students, employability is of strategic significance for WSU. The objective was to integrate employability and career development learning while addressing confidence and self-esteem deficits among graduates. Massification of the higher education sector, new universities, courses and pathways along with the competition among university graduates for employment all compound the issue. This challenging landscape required a unique approach to achieve a fundamental shift in learning and outcomes to prepare students for life beyond university. A massive curriculum transformation was endorsed and led by a cross-disciplinary team adopting partnerships pedagogy to transform the student learning experience. This reflection documents the practitioner journey involved in developing a program expressly targeting graduate employability for business students. Emphasis is on the experiences and challenges encountered while implementing a partnership-based approach to build, sustain, and cultivate graduate employability, through the development of industry networking experiences
MALE PATIENTS COMMUNICATING RESTORED MENTAL HEALTH BY THEIR FACIAL EXPRESSIONS AND GENTLEMANLY PERSONA AT THE GRAHAMSTOWN LUNATIC ASYLUM, 1890–1907
Full text linkDuring the medical superintendence of Dr Thomas Duncan Greenlees at the Grahamstown Lunatic Asylum, from 1890 to 1907, he was watchful of his patients’ appearances, facial expressions and conduct. Of particular interest, Greenlees would closely monitor the patients’ faces to identify if there were any involuntary expressions that were indicators of underlying emotional unease or mental distress. Greenlees thus regarded involuntary facial expressions as a litmus test of a patient’s recovery, but it was the patient’s conscious facial expressions, as well as their presentation of upstanding behaviour and conduct, that signalled to the staff that they were self-composed, and hence on the path towards convalescence. In this article, I explore how three white male patients of the Asylum communicated their convalescence and/or restored mental health to the staff by posing for their casebook photographs and by presenting a gentlemanly persona. To this end, I interpret the photographs of the three men alongside entries from their casebooks as an interface to explore dimensions of time that lie outside the split second that was captured by the camera lens. In doing so, the glimpses of a patient’s agency and appearance in a photograph can be understood and compared with their performance of a gentlemanly persona that was recorded in the casebooks
Dimensions of program relevance towards employment success: Evidence from a graduate tracer study using principal component analysis
Full text linkIn this paper, the researchers use data from the tracer study to characterize the graduate’s employment profile, assess the perceived contribution of the program to their personal and professional growth, evaluate the perceived effectiveness of the delivery of the graduate program, and explore significant dimensions of curricular program relevance toward employment success. Tracer studies are common in higher education to evaluate, using relevant metrics, the effectiveness of the curricular programs. The researchers employed a cross-sectional research design and analyzed the results from a tracer study conducted in a Philippine state university among its graduates in the Master in Management program from 2020-2022 using descriptive, open-coding, and principal component analysis techniques. The results revealed that pursuing graduate studies enhanced graduate’s employment opportunities. The effective delivery of the graduate program contributes to the personal and professional growth of the graduates. Developing the graduate’s personal skills is shaped by many factors encompassing people, problem-solving, information technology skills, meeting present and future professional needs, exposure to the local and international communities within the field of specialisation, critical thinking skills, salary improvement and promotion, and personality development. Improving the graduates’ professional skills entails a strong foundation in the academic profession, research capability, learning efficiency, and communication skills. Indeed, the professional and personal growth of the graduates are the critical dimensions of curricular relevance. The graduates give a premium on the aspects of the curriculum that lead to their personal and professional development
"Inspired to be a teacher seriously": An autoethnography of student engagement in a Vietnamese TESOL training programme
Full text linkTESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagement following a 120-hour TESOL training programme at an institution in Vietnam. This autoethnographic study analysed a TESOL teacher trainer’s reflections on student teachers’ engagement in the programme, using artefacts in the form of anonymous and open-ended short-text feedback from 30 students across approximately eight months. The reflection and feedback responses were analysed thematically, anchored in a framework emphasising the three facets of in-class engagement, i.e., cognitive, emotional, and behavioural dimensions. Through the analysis, three themes were constructed: (1) theoretical-practical synthesis: how TESOL-related concepts are blended with concrete teaching examples; (2) pedagogical climate: the teacher educator’s critical role in creating a receptive and engaging learning environment; and (3) professional pathway clarity: the student teachers’ understanding of their future roles and trajectories in the TESOL arena. The research’s findings provide TESOL educators with crucial insights into student teachers’ engagement with teaching methods that synthesise both theoretical and practical components. Moreover, the research enriches the academic discourse, underscoring the potential of using the cognitive, emotional, and behavioural engagement triad as a diagnostic tool to understand students’ learning experiences in TESOL training programmes
Expanding teacher understanding of scaffolding for multilingual learners using a language-based approach to content instruction
Full text linkScaffolding ensures multilingual learners (ML) are adequately challenged and supported at school while learning English and subject area content. Due to the dynamic nature of language development, teachers may struggle to anticipate how to adequately scaffold lessons or reflect on their practice to identify areas for improvement. This paper examines how nine middle and secondary teachers across different content areas expanded their understandings of scaffolding for MLs. Using qualitative case study methods, data were collected through M.S. Ed. in TESOL coursework incorporating a Language-Based Approach to Content Instruction (LACI). LACI emphasizes teaching content through language, ensuring MLs access grade-level content while supporting language development. Data sources include major course assignments: (a) a designed lesson plan and reflection of the taught lesson, and (b) a video-based observation of a lesson. Both assignments incorporated the six Cs of Support (namely, a means of scaffolding based on LACI). Findings indicate that teachers deepened their understanding of scaffolding in general and in relation to the six Cs of Support for MLs. This study anticipates how teachers approach, expand upon, and apply their understandings of scaffolding practice, offering insights and implications for teacher educators to enhance how scaffolding is presented in coursework with a focus on MLs
Évolution, idées et possibilités de changement au sein du secteur humanitaire
Full text linkThis article reflects on the research project 'Thinking about the evolution of the humanitarian sector: an exploration within the world of ideas', conducted by Raphael Gorgeu, Senior Research Associate at HERE-Geneva. The project explores the dynamics of change specific to the humanitarian sector through a socio-phenomenological approach, acknowledging the centrality of ideas in order to grasp how social reality changes. Based on a literature review of 8,000 documents from the international humanitarian system, it describes the historical evolution in the way humanitarian aid has been thought of over the period between 1991 and 2021, and reveals the presence of autonomous forces and mechanisms shaping the idea of humanitarian action over time. By introducing the approach developed for this work and discussing some of its conclusions, this article aims to be as useful for researchers as it is for humanitarian aid professionals and leaders, providing an original way to think through the logics of change specific to this sector.Cet article a pour objectif de présenter et discuter le projet de recherche « Penser l’évolution du secteur humanitaire : une exploration au sein du monde des idées » mené par Raphael Gorgeu, chercheur associé à HERE-Geneva. Ce travail de recherche explore les dynamiques de changement spécifiques au secteur humanitaire à travers une approche socio-phénoménologique, reconnaissant la centralité des idées afin de saisir comment le changement de la réalité sociale s’opère. Sur la base d’une revue de la littérature de 8000 documents issus principalement du système humanitaire international, ce travail propose une description de l’évolution historique dans la manière dont est pensé l’humanitaire entre 1991 et 2021 et dévoile la présence de forces et mécanismes autonomes qui au fil du temps façonnent l’idée d’action humanitaire. En introduisant l’approche mobilisée pour ce travail et en discutant certaines de ses conclusions, cet article se veut autant utile pour les chercheur.euse.s que pour les professionnel.le.s de l’aide humanitaire dans leur manière d’aborder les logiques de changement propres à ce secteur
The nexus of work integrated learning and skills among engineering students in Nigerian Universities: A structural equation model approach
Full text linkHigher education providers have redefined their focus to include work-integrated learning (WIL) as an alternative way to prepare graduates for professional and future employment. Although WIL was designed to enhance graduates' work readiness, there is little evidence that the program supports the development of behavioural and employability competencies among participating students. Thus, this study aims to predict the effect of WIL through the partial least square path model on seven employability competencies. The sample consisted of 375 final-year engineering students from two Nigerian universities who had participated in a WIL program. A two-stage composite-based structural equation modelling was used to analyse the data. The average variance extracted and Heterotrait-Monotrait ratio were used to establish the validity and reliability of the instruments. A structural model was used to test the hypothetical constructs' relationship and level of significance. The findings supported all hypothesized direct relationships that WIL enhances graduate employability skills. The study concludes that WIL has immense benefits for students, including developing employability skills (i.e., Analytical, adaptability, communication, fundamental, ICT, interpersonal, and 4IR skillsets) for future employment. Consequently, it was recommended that higher education providers strengthen and establish frameworks for effective work-integrated learning program to enhance graduate employability
Evaluating work placement supervisors’ ratings of Master’s in research psychology students at an open and distance e-learning institution in South Africa
Full text linkThis paper examines the dataset of work placement supervisors’ feedback from 2014 to 2017 on the skillset of Master in Research Psychology students during their first and second placement periods. A total of 47 placement feedback reports were analysed. The analysis included frequency counts and qualitative content analysis using Microsoft (MS) Excel software. The study reveals that placement supervisors place significant value on soft skills, notably a willingness to learn, and frequently rate students favourably on interpersonal skills. The results highlight the importance of viewing placement supervisors as co-educational partners. By evaluating supervisors' ratings of research psychology students on work placement holds significant value in improving educational programs, enhancing student outcomes, aligning with employer expectations, and contributing to the broader understanding of work-integrated learning in research psychology. For students, it entails identifying areas of strength and areas for improvement in their performance. For the university program, this feedback can inform teaching and learning approaches by providing insights into the specific skills, competencies, and knowledge that students need to develop during their program. It can also help tailor feedback and support by understanding supervisors' feedback, leading to more effective guidance and constructive feedback for students. For the placement organisations, the research can contribute to supervisor training and development, ensuring they have the necessary skills to guide and evaluate students, while also improving work placement design and coordination to align with program learning outcomes and provide meaningful experiences for students
Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University.
No full textTeaching Pronunciation with Confidence is a comprehensive, open educational resource (OER, 2024) aimed at ESL/EFL teachers and learners, with a focus on effective pronunciation teaching. The book was conceptualized by lead author, Guskaroska, who had worked on a course created by Levis with fellow PhD students at that time, Zawadski and Challis. The purpose of the book was to create an online resource for future students in Levis’ pronunciation teaching course that could transform the course’s paper-based activities into interactive online activities, providing immediate feedback for students completing the activities. At the same time, an OER publication offered teachers seeking to integrate pronunciation teaching into their classroom practice an accessible resource that drew on up-to-date technological resources and pedagogical approaches. ESL/EFL teachers and students will appreciate its clear, accessible format and descriptions of research-informed classroom activities that are appropriate for most levels of instruction. Teacher educators of TESOL trainees will find that the book (particularly in Chapters 1 and 2) provides succinct but thorough summaries of the theoretical background and research to ESL/EFL pronunciation teaching. Teacher trainers could find it a useful resource to draw on when preparing professional learning sessions. This review briefly outlines and evaluates each of the book’s sections, including the foundational aspects of pronunciation instruction, segmentals (vowels, consonants), suprasegmentals (stress, rhythm, intonation), and assessment strategies