Building Students’ Emotional Resilience Through Placement Coaching and Mentoring

Eccles, Sue; Renaud, Vianna

doi:10.1007/978-3-319-75166-5_9

Cited by 3 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Exceptional academics' opinions support the positive results of the field training. For example; Eccles and Renaud (2018) supported the argument that students on programmes with a supervised work experience module have higher employment rates (and lower unemployment rates) and higher self-ratings of their work-related facility. Smith and Clegg (2017) analysed the benefits of the placement year in the final period of the degree programme using discourse analytic methodology and found that the success of this placement year depended upon the students themselves, along with the method that the educational institution used to set it up and the coordination with the external firms and parties.…”

Section: Introductionmentioning

confidence: 88%

Evaluation of practical accounting education in Jordan

Morshed

2021

HEED

View full text Add to dashboard Cite

PurposeThe objective of the paper is to explore and evaluate practical accounting education to find its weaknesses and suggest avenues to build strengths which will provide the market with effective accountants from the universities (the primary source of accountants).Design/methodology/approachThe study uses semi-structured interviews to understand and extract the study problem and build the questionnaire; the final step is to analyse and interpret the questionnaire results based on structured interviews, dividing the research community into professors and market elements, business managers and university graduates.FindingsThe market has provided a negative evaluation of practical education. Reasons include a shortage of instructors with professional experience; curriculums that lack the topic of professional and ethical skills; and internships if provided, with unsatisfactory results. The study suggests accounting simulation labs as a reasonable substitution for the placement year (internship) if the labs are qualified and the internship results unsatisfactory.Originality/valueThis article is based on a multiregional research community, making results transferable to any country that faces a lack of professional accounting education. The applied evaluation method is capable of use by any other field in the business industry since accounting is part of this industry.

show abstract

Section: Introductionmentioning

confidence: 88%

Evaluation of practical accounting education in Jordan

Morshed

2021

HEED

View full text Add to dashboard Cite

show abstract

“…Multiple barriers, such as the students' confidence to admit to their learning needs with their new practice supervisor, were highlighted and demonstrated the importance that attention was given to theoretical connections and university learning in the different context of practice. This can be achieved through a variety of routes and the theory-practice divide can be bridged by students working with specialists who naturally broker the academic and practice elements by their wide-reaching professional experience or particular roles that focus on ensuring the university experience continues to be supported on placement (Eccles & Renaud, 2018) through the coaching of graduate skills.…”

Section: Case Studymentioning

confidence: 99%

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Younas

Khalid

Noor

2022

The Social Science Journal

View full text Add to dashboard Cite

adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

show abstract

“…Multiple barriers, such as the students' confidence to admit to their learning needs with their new practice supervisor, were highlighted and demonstrated the importance that attention was given to theoretical connections and university learning in the different context of practice. This can be achieved through a variety of routes and the theory-practice divide can be bridged by students working with specialists who naturally broker the academic and practice elements by their wide-reaching professional experience (Morley, 2018) or particular roles that focus on ensuring the university experience continues to be supported on placement (Eccles & Renaud, 2018) through the coaching of graduate skills.…”

Section: Assessment 1 2000 W 35% Weighted Critical Analysis Essaymentioning

confidence: 99%

Designing and Supporting Extraordinary Work Experience

Morley

Marchbank

Steyger

et al. 2020

Applied Pedagogies for Higher Education

View full text Add to dashboard Cite

“There is a big difference between a lesson that is about the practice and takes place outside of it, and explanations and stories that are part of the practice and take place within it” (Wenger, Communities of practice. Learning, meaning and identity. Cambridge University Press, New York, 1998, p. 100). The real world learning experienced by students on placement is highly significant (Morley, Enhancing employability in higher education through work based learning. Palgrave Macmillan, 2018). This chapter focuses on how these experiences can be accelerated from being part of courses to a pivotal event towards students’ future development. The chapter explores emerging areas of practice pedagogy and how innovative design can bridge the theory-practice divide and support structures between university and work. The chapter is contextualised in the higher education landscape where students ‘work readiness’ is gaining greater traction and how attributes for employability are developed during university.

show abstract

Building Students’ Emotional Resilience Through Placement Coaching and Mentoring

Cited by 3 publications

References 14 publications

Evaluation of practical accounting education in Jordan

Evaluation of practical accounting education in Jordan

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Designing and Supporting Extraordinary Work Experience

Contact Info

Product

Resources

About