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Kate Irving - One of the best experts on this subject based on the ideXlab platform.
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assessment in work based learning investigating a pedagogical approach to enhance Student learning
Assessment & Evaluation in Higher Education, 2007Co-Authors: Pandy Brodie, Kate IrvingAbstract:Work‐based learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and Postgraduate Student learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This paper presents a case study of how one medium sized institution, with experience of offering WBL for more than 20 years, has developed a pedagogical approach for both supporting and assessing WBL. The WBL model examined is based on the inter‐relationship and inter‐dependency between understanding learning, critical reflection and the identification and development of capability within a WBL context. The paper considers each of the three areas in relation to its individual contribution and most importantly, in relation to the WBL process, as a means of developing a framework for academic, personal and capability development within a workplace setting. Critical to th...
Boon L Lee - One of the best experts on this subject based on the ideXlab platform.
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efficiency technology and productivity change in australian universities 1998 2003
QUT Business School; School of Economics & Finance, 2008Co-Authors: Andrew C Worthington, Boon L LeeAbstract:In this study, productivity growth in 35 Australian universities is investigated using non-parametric frontier techniques over the period 1998–2003. The five inputs included in the analysis are full-time equivalent academic and non-academic staff, non-labour expenditure and undergraduate and Postgraduate Student load while the six outputs are undergraduate, Postgraduate and Ph.D. completions, national competitive and industry grants and publications. Using Malmquist indices, productivity growth is decomposed into technical efficiency and technological change. The results indicate that annual productivity growth averaged 3.3% across all universities, with a range from -1.8% to 13.0%, and was largely attributable to technological progress. However, separate analyses of research-only and teaching-only productivity indicate that most of this gain was attributable to improvements in research-only productivity associated with pure technical and some scale efficiency improvements. While teaching-only productivity also contributed, the largest source of gain in that instance was technological progress offset by a slight fall in technical efficiency.
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efficiency technology and productivity change in australian universities 1998 2003
2005Co-Authors: Andrew C Worthington, Boon L LeeAbstract:In this study, productivity growth in thirty-five Australian universities is investigated using nonparametric frontier techniques over the period 1998 to 2003. The inputs included in the analysis are full-time equivalent academic and non-academic staff, non-labour expenditure and undergraduate and Postgraduate Student load and the outputs are undergraduate, Postgraduate and PhD completions, national competitive and industry grants and publications. Using Malmquist indices, productivity growth is decomposed into technical efficiency and technological change. The results indicate that annual productivity growth averaged 3.3 percent across all universities, with a range between -1.8 percent and 13.0 percent, and was largely attributable to technological progress. However, separate analyses of research-only and teaching-only productivity indicate that most of this gain was attributable to improvements in research-only productivity associated with pure technical and some scale efficiency improvements. While teaching-only productivity also contributed, the largest source of gain in that instance was technological progress offset by a slight fall in technical efficiency.
F. Van Der Velde - One of the best experts on this subject based on the ideXlab platform.
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KMIS - Bridge the gap of codification and personalization strategies : Gain and lost of knowledge management of Postgraduate Student project meetings
Proceedings of the 9th International Joint Conference on Knowledge Discovery Knowledge Engineering and Knowledge Management, 2017Co-Authors: X. Dai, Mira Oberhagemann, K. P. Truong, F. Van Der VeldeAbstract:It is acknowledged that knowledge management (KM) brings several benefits for an organization, and two types of knowledge management strategies exist: Codification and personalization, and a gap exisits between both strategies. In this paper, the context of KM is placed on the campus of higher education. A knowledge capturing tool, in the form of a tablet based APP, is introduced to capture problem solving knowledge during a Student project meeting. This tool intends to propose a new way of technology support to codify knowledge during socialization. A series of comparative experiments were undertaken to investigate the APP's influence on users' meeting experiences. This paper will present results based on interviews with the participants, which showed both positive and negative effects of the APP usage on their meeting experience.
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bridge the gap of codification and personalization strategies gain and lost of knowledge management of Postgraduate Student project meetings
International Joint Conference on Knowledge Discovery Knowledge Engineering and Knowledge Management, 2017Co-Authors: X. Dai, Mira Oberhagemann, K. P. Truong, F. Van Der VeldeAbstract:It is acknowledged that knowledge management (KM) brings several benefits for an organization, and two types of knowledge management strategies exist: Codification and personalization, and a gap exisits between both strategies. In this paper, the context of KM is placed on the campus of higher education. A knowledge capturing tool, in the form of a tablet based APP, is introduced to capture problem solving knowledge during a Student project meeting. This tool intends to propose a new way of technology support to codify knowledge during socialization. A series of comparative experiments were undertaken to investigate the APP's influence on users' meeting experiences. This paper will present results based on interviews with the participants, which showed both positive and negative effects of the APP usage on their meeting experience.
Geoffrey Rose - One of the best experts on this subject based on the ideXlab platform.
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assessable online discussions to support Postgraduate Student learning in transport planning
Transportation Research Record, 2011Co-Authors: Geoffrey RoseAbstract:Web-based tools to support online discussion present opportunities to enhance Student learning, particularly when Students live at remote locations and do not have the benefit of face-to-face interaction with either their teacher or fellow Students. Online discussions have also been shown to enhance Student engagement in subjects taught in a face-to-face mode. The literature emphasizes the need, however, for further understanding of how these online discussions should be designed and moderated to support Student learning. A case study of a distance education subject in transport planning and policy is used to illustrate how assessable online discussions can provide scaffolding to support Student learning. Attention was paid to both the design of the discussion experience and how interaction between the participants was to be nurtured. Results from monitoring Student activity in online discussions as part of the course offering during 3 years provide insight into the extent of Student engagement and their ...
David Bawden - One of the best experts on this subject based on the ideXlab platform.
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university libraries and the Postgraduate Student physical and virtual spaces
New Library World, 2012Co-Authors: Colin Beard, David BawdenAbstract:Purpose – This study aims to examine the library/information issues affecting graduate Students, both those on taught courses and those undertaking research. It seeks to focus specifically on their perceptions of the value to them of physical and digital resources and spaces, and how well their needs were being met.Design/methodology/approach – An online questionnaire survey of Students was complemented by a series of face‐to‐face interviews with library staff.Findings – This group of Students are different from undergraduates, whose information behaviour has more often been studied. They require silent study space, are enthusiastic book borrowers, and have limited interest in social media in the library. They have a strong requirement for digital resources and IT support, and are not inclined to ask for assistance from librarians.Research limitations/implications – The study is limited to three English universities, although they are sufficiently varied in nature to make the results more widely applicabl...