Sixteen soft drink samples, in which appearance (colorless or colored), fruity flavor (with or without a flavorant) and sweetness (5 or 9% sucrose) were systematically varied, were rated for their pleasantness of appearance, flavor (odor, taste and sweetness separately) and overall liking by 448 young adults and children. In terms of sample parameters sucrose concentration and the presence of a flavorant significantly influenced overall liking, whereas color had little significance. In terms of sensory attributes pleasantness of taste and sweetness mainly determined overall liking. The responses of young adults and of children were in the main rather similar, except that the children seemed to put more emphasis on sweetness.
PurposeThe purpose of this paper is to investigate evidence for the use of web discussion in the assessment of work‐based learning in practical nurse education. The paper seeks to investigate what kind of conclusions can be drawn from the students’ learning and learning processes, especially from their ability to reflect by analysing web discussions.Design/methodology/approachThe data were gathered in an action research project in a vocational secondary level institution. The data consists of 26 web discussions among student groups and their teachers' qualitative, evaluative reports, 26 altogether. The data were coded inductively with the NVivo 1.3 qualitative data analysis software. The analysis followed the principles of hierarchical coding. The purpose was to study how the processes of vocational growth, learning and reflection can be detected in the web discussion.FindingsThe paper finds that web discussion provides valuable information about the learning processes of students. It is a valid measure for the ability to reflective thinking and a useful method to develop reflection skills. Web discussion is feasible, but not an adequate assessment form of work‐based learning all alone. It serves best the assessment needs of the final phases of studying.Research limitations/implicationsThe research was conducted in practical nurse education where communication and reflection are critical. More detailed research is needed from other vocational sectors.Practical implicationsThe research findings suggest the use of web discussion as one valuable solution for the assessment of students’ competence gained through work‐based learning.Originality/valueThe paper is based on original data.
In the context of pedagogical development in higher education (HE) this research is a case study concerning Häme University of Applied Sciences (HAMK), in Finland. The focus of the study is to make visible the correspondence between the international and national higher education policy emphasis and an individual higher education institution. Ten thematic approaches in higher education pedagogy were identified in a content analysis of policy documents, and from earlier interviews in Finnish higher education institutes. The data for this study was gathered in subsequent interviews at HAMK and was compared with these ten thematic approaches. The results show how the national and institutional pedagogical emphasis correspond in the case of universities of applied sciences (UAS). The correspondence with the ten pedagogical emphases were classified as (1) strongly consolidated, (2) currently highlighted and (3) less emphasized. The conclusion is that it is challenging and complicated to apply pedagogical goals systematically considering the various attributes from a world in constant change. In-house prioritize needs awareness of strategy, negotiations, and co-operation. The main points for the successful pedagogical development are (1) prioritization of the emphasis, (2) systematic progress and quality assurance and (3) co-operation within the pedagogic actors.Keywords: higher education, university of applied sciences, pedagogy, pedagogical strategy. RESUMONo contexto do desenvolvimento pedagógico no ensino superior (ES), esta pesquisa é um estudo de caso sobre a Universidade de Ciências Aplicadas Häme (HAMK), na Finlândia. O foco do estudo é tornar visível a correspondência entre a ênfase da política de ensino superior internacional e nacional e uma instituição de ensino superior individual. Dez abordagens temáticas na pedagogia do ensino superior foram identificadas na análise de conteúdo de documentos políticos e entrevistas em institutos de ensino superior finlandeses. Os dados coletados em entrevistas à HAMK foram comparados com essas dez abordagens temáticas. Os resultados mostram como a ênfase pedagógica nacional e institucional corresponde no caso da Universidade de Ciências Aplicadas (UAS). A correspondência das diferentes ênfases pedagógicas é classificada como (1) fortemente consolidada, (2) atualmente destacada e (3) menos enfatizada. A conclusão é que é desafiador e complicado estabelecer metas pedagógicas de maneira sistemática, considerando os vários atributos de um mundo em constante mudança. As prioridades internar necessitam da concientização da estratégia, negociações e cooperação. Os pontos principais para o sucesso do desenvolvimento pedagógico são (1) a priorização da ênfase, (2) o progresso sistemático e a garantia de qualidade e (3) a cooperação entre os atores pedagógicos.Palavras-chave: Ensino Superior. Universidade de Ciências Aplicadas. Pedagogia. Estratégia Pedagógica.
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