Asia-Pacific Journal of Cooperative Education
|
|
|
|
| Karin Reinhard, Thomas Osburg, Rosemary Townsend | The current situation in the education sector requires academic institutions to be more flexible in terms of their approach to academic funding as well as in ensuring the appropriate return for businesses that are willing to sponsor their academic activities. The German model discussed in this article shows how a university of cooperative education in Germany was able to obtain assistance from a large business for a collaborative learning approach between academia and business. Sponsorship by businesses and foundations can provide imaginative solutions to the funding of higher education, all the more vital at a time when new technology has brought revolutionary changes in private and work life. Not only can business provide the necessary funding, but it can also facilitate a more effective and pragmatic approach to education. This article describes the various elements of sponsorship and how a university of cooperative education in Germany has started to explore ways to overcome the exclusive research focus by sponsoring companies and to start experimenting with new concepts in order to participate in private support from the business sector. Those new collaborations could be, for example, in the area of knowledge transfer and providing various ways of cooperation; that is, part-time lectures or student-consultancy assignments, where students try to solve a specific business issue. | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(1), 1-13 | ||
|
The Sponsoring by Industry of Universities
of Cooperative Education: A Case Study in Germany
|
||
| Keywords: Cooperative education; industry sponsorship; Germany |
|
|
|
|
|
|
|
|
| Dennis C. McCornac | The economic and social transformation of Vietnam over the past two decades has impacted dramatically on the country’s educational requirements and systems. This has fostered both a need for skilled faculty and a call for changes in teaching methodology. The purpose of this paper is to report on the state of faculty development in a number of economics and business programs in Vietnam based on the experiences of non -Vietnamese and Vietnamese faculty members who have taught in Vietnam over the past decade and a half. The information is drawn both first-hand, based on the author’s participation in a number of projects, and well as from in-depth discussions with faculty, administrators and students. The results suggest that a) institutions should consider implementing work integrated learning that combines classroom teaching with internships, study abroad and co-operative education; and b) faculty development should not only emphasize transferring knowledge, but there is a need to implement a sea change in traditional teaching and learning methodologies |
|
| Asia-Pacific Journal of Cooperative Education, (2008), 9(1), 15-23 | ||
| Economics and Business Faculty Development in a Transition Economy: The Case of Vietnam | ||
| Keywords: Education; Vietnam; faculty development; economics and business |
|
|
|
|
| Gazi Alam | Education is a basic human right and considered by many as a key tool for national development. However, this tenet has been challenged by several economists, especially Pritchett (1996). His empirical analysis suggests that many countries, whilst having a large educated population, remain unable to make significant progress. It is also claimed that third world development is sluggish. These findings generate the question: while education increases globally, what exactly is it that hinders a country’s progression? There are no short answers, but a major area of concern is the type and quality of education available. Scholars argue that countries need a well-diversified education system in order to gain sustainable development through education. This paper explores the situation for Bangladesh for its development by providing technical and vocational education | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(1), 25-44 | ||
| The Role of Technical and Vocational Education in the National Development of Bangladesh | ||
| Keywords: Employment pattern; human capital; job market; national development; person power; rate of return; technical and vocational education |
|
|
|
|
| Deepa Marat, Miriama Postlethwaite, Nina Pelling, Ziming Qi, Prabhat Chand | A mixed-methods approach was used to assess self-efficacy, agency, and perceptions of success of cohorts of students enrolled in applied technology programs. Aligned to the New Zealand Ministry’s Statement of Intent 2004-2009 (Ministry of Education, 2004) “Whāia te mātauranga hei oranga mā koutou Seek after learning for the sake of your well-being” (p. 6), the present research project aimed to identify factors which facilitated use of learning strategies and achievement of first year tertiary students. The findings reveal the critical role of peers, teachers, and family support in student achievement and success in a bicultural and multi-cultural teaching-learning context | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(1), 45-58 | ||
|
Whāia te iti Kahurangi - in pursuit
of excellence Student efficacies, agency and achievement in early years tertiary education: an applied technology perspective |
||
| Keywords: Applied technology; tertiary education; self-efficacy; agency, achievement; success; New Zealand |
|
|
|
|
|
|
|
|
| Suobere T. Puyate | The main purpose of this study was to identify the constraints to the effective implementation of vocational education program in private secondary schools in Port Harcourt Local Government Area of Rivers State. The research work was limited to four randomly selected private secondary schools and addressed the following research questions: What students’ factors affect the non-implementations of vocational education program in Nigerian private secondary schools?; What facilities factors affect the non-implementations of vocational education program in Nigerian private secondary schools?; What teachers’ factors affect the non-implementations of vocational education program in Nigerian private secondary schools?; and, what government /parental factors affect the non-implementations of vocational education program in Nigerian private secondary schools? The main instrument for data collection was a questionnaire administered to about 20% of the target population of teachers (N=24) and students (N=72) in the Rivers State area. Data were analyzed using descriptive statistics including the sample mean and grand population mean. The findings reveal a dearth of professional and qualified teachers for the teaching of vocational/technical subjects; inadequate infrastructure and equipment in schools; insufficient instructional materials and books in schools; and that schools are generally poorly financed. Two key recommendations are that adequate infrastructure should be provided in schools so that they are properly equipped for functional teaching and learning, and that an ‘enlightenment’ campaign should be carried out in the society to emphasize the importance of technical and vocational education. | |
|
Asia-Pacific Journal of Cooperative
Education, (2008), 9(2), 59-71. Constraints to the Effective Implementation of Vocational Education Programme in Private Secondary Schools in Port Harcourt Local Government Area. |
||
| Keywords: Vocational education; private schooling; Nigeria | ||
|
|
|
|
| Ross Smith, David Mackay*, Dale Holt, Di Challis | The professional fields of information systems and information technology are drivers and enablers of the global economy. Moreover, their theoretical scope and practices are global in focus. University graduates need to develop a range of leadership, conceptual and technical capacities to work effectively in, and contribute to, the shaping of companies, business models and systems which operate in globalised settings. This paper reports a study of the operation of industry-based learning (IBL) at three Australian universities, which employ different models and approaches, as part of a series of investigations of the needs, circumstances and perspectives of various stakeholders (program coordinator, faculty teaching staff, the students, industry mentors, and the professional body). The focus of this paper is a discussion of salient pragmatic considerations in an attempt to conceptualize what constitutes best practice in offering industry-based learning for higher education students in the disciplines of information systems and information technology. | |
|
Asia-Pacific Journal of Cooperative
Education, (2008), 9(2), 73-80. Expanding the Realm of Best Practices in Cooperative Industry-based Learning in Information Systems and Information Technology: An Inter-institutional Investigation in Australian Higher Education |
||
| Keywords: Best practice; cooperative learning; higher education; information systems; information technology | ||
|
|
|
|
| Ray Meldrum | This report is on part of a research project that asked: How can tertiary education nurture entrepreneurial creativity? Fourteen New Zealand entrepreneurs or associates were asked: Why are you a successful entrepreneur? Their responses establish that business networking is critical for securing advice on specific matters as and when needs arise, and effective communication with teams and customers is essential. High value was placed on personal attributes. One set was variously described as resilience, persistence, toughness and tenacity. Another focused on the need for being enthusiastic and fresh about a dream or cause, and on the importance of simplicity of focus. It is concluded that entrepreneurs love the thrill of the ‘roller coaster ride’, and that the classroom can be too safe a place for their learning. It is proposed that work-integrated learning through an apprenticeship or internship offers an opportunity for being in a space that ignites entrepreneurial passion and nurtures resourcefulness. | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(2), 81-90. | ||
| New Zealand Entrepreneurs' Views of Business Success: Curriculum Implications | ||
| Keywords: Entrepreneur; business success; apprentice, intern, learning, curriculum, New Zealand |
|
|
|
|
|
|
|
|
| Keryn McDermott | This paper reports the findings of a research project designed to enhance the relationship of a tertiary education provider with the work-based supervisors of student placements in a cooperative education program. The first phase of the research project surveyed these supervisors regarding their experiences and perceptions of the co-op program. Whilst the responses were generally positive, most work-based supervisors felt that the university could improve its support and communication. When asked how their co-op experience could be improved, most work-based supervisors agreed that an orientation regarding the purpose and content of the cooperative education process would strengthen their contribution to the program. Subsequently, to better inform the content and style of delivery of a training package as well as exploring in greater depth the perceptions and requirements of participation in the co-op program, interviews were conducted. Thus work-based supervisors had the opportunity to contribute to the development of more effective and substantial links with the university and have input into the design of the orientation package. The findings suggested that links with the University were perceived as tenuous, and the organizational aspects of the program were somewhat “loose”. The role of the supervisor required further explication and the match of student and placement more careful consideration. This paper reviews the relevant literature, presents the findings of the project and outlines how the research enhanced the development of strong and mutually supportive relationships with the work-based supervisors in a co-op program. | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(2), 91-111. | ||
| Addressing the Weak Link: Enhancing Support for the Sponsors of Student Placements in Cooperative Education | ||
| Keywords: Cooperative education; student placements; work-based learning; partnerships; training; New Zealand |
|
|
|
|
| Gregory Reddan | Prior research indicates that some form of career development program is essential to prepare undergraduate students for a competitive employment market. This research examined the benefits gained by students in preparation for the workforce following a program of job-search seminars and mock interviews. The study revealed that the students perceived the program produced significant increases, as indicated by changes in mean scores obtained on the Measure of Guidance Impact (Killeen, 1992). Pre- and post-mean scores of 79.2 and 98.0 were reported, compared with norm values of 82.5 and 93.4. This improvement in mean scores demonstrated the effectiveness of the program, compared with results obtained on a large-scale survey. Students indicated a low participation rate (15%) in voluntary job-search seminars, emphasizing the importance of including these seminars as a required course component in university programs. Generally, participants reported a favorable attitude to the job-search seminars and accompanying printed booklets. The subjects identified a number of benefits as a result of participating in mock interviews, as well as being a member of the interview panel. Overall, the students perceived they had developed a reasonably high level of confidence in preparation for “real-world” scenarios. | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(2), 113-127. | ||
| The Benefits of Job-search Seminars and Mock Interviews in a Work Experience Course | ||
| Keywords: Mock interview; work-integrated learning; student evaluations; exercise science; Australia |
|
|
|
|
| Shiu Ram | Assessment of industry based learning (IBL) takes various forms. Invariably, this involves assessment of the actual work done and the ‘product’ of a student or a group of students during an IBL placement in the industry. Three stakeholders (organization in the industry, provider of education and training, and the student) are involved in one of the assessments which is known as collaborative assessment. During the assessment process the host mentor (i.e., workplace supervisor) and the academic supervisor represent the industry organization, and the provider of education and training respectively. From my experience as an academic supervisor for students majoring in computer-based information systems, I have become aware of variable standards in collaborative assessments. In this paper I will attempt to highlight some of the variations in assessment that I have personally experienced as a participating member of assessment teams. I will describe four instances of placements in order to delineate the variations. That variations in the standards in collaborative assessments exist is a reality. Should they exist? If not, then how can the situation be alleviated? Answers to these questions should be found as it makes sense that the grades that the students are awarded for their IBL represent as fair and accurate assessment as possible. Variations in standards in collaborative assessments have serious implications on the value of the grades and the credits that the students are awarded. Practitioners of cooperative education must strive to minimize the variations with a view to achieving more consistent collaborative assessments | |
| Asia-Pacific Journal of Cooperative Education, (2008), 9(2), 129-139. | ||
| Industry-based Learning and Variable Standards in Workplace Assessments | ||
| Keywords: Collaborative assessment; workplace supervisor; academic supervisor; student's grade; New Zealand. |
|
|
|
|