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Baxter, J., Callaghan, G., Y McAvoy, J. (2018). Creativity and critique in online learning: Exploring and examining innovations in online pedagogy
No full textBaxter, J., Callaghan, G., Y McAvoy, J.
2018
Palgrave Macmilla
Students’ career capital resource needs for employability in the technology-driven work world
Get PDFThe present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students’ needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses
Global vs local careers taxonomy for graduate employability: Through the lens of students’ typology and destination
Get PDFCareer studies literature suggests that careers become more boundaryless and more global. Students, the agents of the choice of career, are not a homogeneous cohort anymore. We add to the discussion the students’ typology proposition for the career choice to further develop the graduate employability discourse. We make the first attempt to develop a student global vs local career taxonomy to contribute into understanding of graduate employability and career decision making. Our contribution offers a two-dimensional taxonomy, with one dimension being a type of student and another dimension being a career destination. The conceptual taxonomy is empirically tested with data from more than 400 business and economics students. We show that a global career choice would prevail above a local career choice for each of the student types. Our findings contribute into deeper understanding of career decision making and broadens our comprehension of the variety of global vs local careers for graduate employability. The study develops the future research agenda for career development researchers and multinational corporations’ (MNC) practitioners and practical agenda for teaching and learning in universities
Leveraging L2 academic writing: Digital translanguaging in higher education
Get PDFAlthough the literature on computer-assisted language learning has demonstrated that digital tools such as online translators offer affordances to second or foreign language writers of English to solve lexical and syntactic issues, the extent to which digital technology supports multilingual students in producing academic texts has been underexplored. In this study we investigate what digital technology enables and does not enable students to do in communicating meaning by examining the writing experiences of two multilingual students. The data were derived through screen sharing and online stimulated recall interviews and analyzed using the concept of digital translanguaging, which focuses on meaning making using students’ entire meaning making repertoire. The findings suggest digital translanguaging afforded students to self-resolve their linguistic issues to varying degrees. However, it also became evident that these affordances hit a wall at a certain point beyond which no further progress could be made, constraining their ability to communicate intended ideas in L2. We conclude by providing insights into instructional and strategic support to effectively support multilingual students to offer greater opportunities to achieve their communication goals and create equitable higher education spaces. 
La confiance des migrants en l'action humanitaire: leçons locales et perspectives mondiales
Get PDFHumanitarian action is built on trust. Without it, humanitarian organisations cannot reach or respond to the needs of the most vulnerable, including many migrants. Yet, little is known about who migrants trust and why, as well as how this affects migrants' ability and willingness to seek and access humanitarian assistance and protection. This paper explores the findings of a large multi-sited research project conducted by the Red Cross Red Crescent Global Migration Lab across 15 countries to gather insights into migrants’ perceptions of, and trust in, humanitarian action. The rationale for the project has been that humanitarian organisations can better build (and, where necessary, repair) trust with migrants by listening and responding to their thoughts, fears, doubts, and concerns about their situations and the assistance and protection they receive. In this paper, we draw attention to three key lessons: first, the importance of increasing knowledge and awareness of humanitarian organisations and the services they provide; second, the importance of upholding the humanitarian principle of independence in migration programming; and third, the critical role that frontline staff and volunteers play in building and maintaining migrants’ trust.L'action humanitaire se base sur une relation de confiance. Sans confiance, les organisations humanitaires ne pourraient ni avoir un impact, ni répondre aux besoins des personnes les plus vulnérables, notamment de nombreux migrants. Pourtant, nous ne savons que peu de choses sur les personnes en qui les migrants ont confiance et la manière dont cela affecte leur capacité et leur volonté à rechercher et à accéder à de l’aide humanitaire. Ce document explore les résultats d'un projet de recherche mené sur plusieurs sites par le Laboratoire mondial sur les migrations de la Croix-Rouge et du Croissant-Rouge à travers 15 pays. Ce projet a pour but de recueillir des informations sur la perception de et la confiance que les migrants ont en l'action humanitaire. L’objectif de ce projet est d’aider les organisations humanitaires à mieux construire (et parfois réparer) la relation de confiance avec les migrants en écoutant et en répondant à leurs réflexions, leurs craintes, leurs doutes et leurs préoccupations en lien avec l'assistance et la protection dont ils bénéficient. Dans cet article, nous attirons l'attention sur trois leçons clés : premièrement, l'importance d'améliorer la connaissance et la prise de conscience des organisations humanitaires et des services qu'elles apportent ; deuxièmement, l'importance de maintenir le principe humanitaire d'indépendance dans les programmes de migration ; et troisièmement, le rôle fondamental que le personnel de première ligne et les bénévoles jouent dans la construction et le maintien de la relation de confiance avec les migrants
A Process Model for Designing Employability Award Programs to Develop Graduate Employability
Get PDFEmployability awards have been implemented within universities as a strategy to support student development of employability and ultimately attainment of employment. The extant research into employability awards lacks a theoretical approach to designing and evaluating the impact of employability awards on relevant outcomes including employability and employment. This paper, informed by career construction theory, proposes a learner-focused, process model for developing employability. It also paves the way for future research to evaluate the impact of employability award programs
The employability strengths American Millennials contribute to the health administration workforce: A workplace readiness study at two California public universities
Get PDFThis qualitative study examined employability, also referred to as workplace readiness strengths in this article, for American Millennial health administration baccalaureates. The primary researcher used data collected from focus groups and interviews conducted at two certified Association of University Programs in Health Administration (AUPHA) programs in California, USA. Participants (n = 71) belonged to one of 4 distinct groups: (a) health administration faculty, (b) internship preceptors, (c) alumni, and (d) undergraduate students (interns) enrolled in their internship program. Thematic content analysis was used to evaluate the collected qualitative data, after which descriptive statistics was applied to calculate the frequencies of emergent themes. The National Association of Colleges and Employers (NACE) Career Readiness Competencies, an employer and university validated list of Career Readiness Competencies for a Career-Ready Workforce, was used as a comparative framework for the workplace readiness strengths provided in the qualitative data. Six strength-based themes emerged, two of which comparatively aligned with two of the NACE Career Readiness Competencies. However, respondents indicated that the rest of the NACE Career Competencies were not overtly expressed by Millennials as workplace strengths and should be embedded into the health administration curriculum. This invaluable information can be used to update the AUPHA health administration curriculum and help their undergraduate students increase their employability index scores
Where is systemic functional grammar in the adult migrant English program?
Get PDFAustralia’s Adult Migrant English Program (AMEP) started in 1948. Since then it has continued to deliver language education to migrants for the purposes of settlement and attaining employment. The AMEP and its related developments in English language education have had a profound impact on ESL internationally. Arguably one of the most important contributions to the AMEP and to ESL more generally is Systemic Functional Grammar (SFG), which became the theoretical underpinning of the AMEP curriculum in the early 1990s. However, it would seem that a quarter of a century later, SFG is missing in action. This paper traces SFG’s presence in the AMEP through its inception in the Certificate in Spoken and Written English through various evolutions of the AMEP, and speculates on the implications of its apparent absence in the AMEP today.  
Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.
Get PDFEducation in Australia is changing in ways that reflect increasing cultural and linguistic diversity of students and also teachers. Responding to increased cultural and linguistic diversity, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014) especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study teachers’ perceptions about their roles, as teachers of EAL/D students, are explored. The lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST which are currently used to describe teachers’ work. Data was collected through both focus group and individual interviews across four sites. All the participants were teachers of EAL/D students working in public schools in NSW. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students