Doing it differently

Byrom, T; Aiken, V

doi:10.1108/heswbl-05-2014-0017

Cited by 9 publications

(5 citation statements)

References 22 publications

(28 reference statements)

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“…Student performance and learning in PAPs at ITESO are formally evaluated and graded, as PAPs are credit-bearing courses. The evaluation of PAPs and student participation departs from a conventional academic perspective (Byrom and Aiken, 2014) and takes into account:…”

Section: Discussionmentioning

confidence: 99%

“…According to Boud et al (2001, p. 4), WBL is offered as "a class of university programs that bring together universities and work organizations to create new learning opportunities in workplaces." However, more recent understandings of WBL (Byrom and Aiken, 2014) highlight the role of the student in WBL, shifting the more traditional view of WBL as a dialogic partnership between universities and employers to that of a triadic one between student, institution and organization.…”

Section: Introductionmentioning

confidence: 99%

“…Initiatives to foster WBL have been highly influenced by the notion of "employability" (Byrom and Aiken, 2014;Helyer and Lee, 2014). Employability is not a simple concept to define (Andrews and Russell, 2012) and it is often expressed in terms of a list of individual skills or attributes that a person possesses in order to make them attractive to employers or otherwise an attitude or readiness to take part and contribute to new ideas and a drive to make those ideas happen (Andrews and Russell, 2012, p. 35).…”

Section: Introductionmentioning

confidence: 99%

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Professional application projects: work-based learning in the curriculum

Toledano-O’Farrill

2017

HESWBL

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Purpose The purpose of this paper is to discuss the experience in a Mexican private higher education institution of implementing credit-bearing student placements and projects (interventions) in organizations, as a mandatory part of the curriculum for all undergraduates. The university-wide program, called professional application projects (PAPs) has been running for ten years and has two main aims: to develop work-based professional skills in students and to deliver services to organizations and communities of diverse types. All undergraduate students get involved in PAP when they have completed 70 percent of the required program credits. This amounts to approximately 2,000 students per year. The paper reports the results of an investigation into the learning outcomes of PAPs in the Business School, which comprises six undergraduate programs, a center for liaisons with businesses, and a center for management of technology and innovation. Design/methodology/approach Qualitative analysis of students’ final reports of their PAP experience, from the period 2015-2016 was done. Findings The report analyses and clusters the main categories of learning outcomes reported by students. The analysis shows that the PAP experience has been mostly successful in terms of student learning. Originality/value There has been scarce reporting of the results of PAP at the reported institution, or of other similar experiences of work-based learning in Mexico on this scale.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Professional application projects: work-based learning in the curriculum

Toledano-O’Farrill

2017

HESWBL

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“…Research into placements and work-based learning has been well-documented (e.g. Byrom and Aiken 2014;Lester & Costley 2010;Moreau & Leathwood 2007;Peach, 2015;Shaw 2012;Wilson 2009;Yorke 2010). A placement can be defined as "a planned period of work-based learning or experience, where the learning outcomes are part of a course or programme of study" (DfES 2002, p.2).…”

Section: Literature Reviewmentioning

confidence: 99%

Inclusive placement learning for diverse higher education students: anxiety, uncertainty and opportunity

Thompson

Brewster

2022

Educational Review

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There is an increasing policy emphasis on supporting diversity and inclusive practice, as well as graduate employability for higher education students. Work-based learning (WBL), placement learning, or work integrated learning (WIL) is a key component of many undergraduate degree programmes. However, for many students, factors such as disability, ill-health, caring or work responsibilities can impact on their placement experience. This paper presents research based upon students' experiences and staff members' views of placement learning. It offers a wider discussion of inclusion and inclusive practice that goes beyond a single focus on disability. Firstly, the paper addresses the challenges that a diverse range of students face when considering placement and then discusses the experiences of staff in support of this activity. These are conceptualised within the three themes of anxiety, uncertainty, but also opportunity. As researchers and reflective practitioners, the authors present discussion that aims to develop our understanding of inclusive practice, inclusive placement learning, and meeting the needs of diverse groups of students. These are universal requirements, relating to themes of social justice, reaching across different institutions, subject disciplines, and international boundaries.

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“…In this regard, employers, employees, TVET institutions, and prospective employees should understand employability skill requirements for a particular industry sector. Without a proper understanding of preferred skills, training institutions are unable to incorporate these into the curriculum to prepare career-ready graduates, and to make their programs current and up to date in responding to labor market requirements (Byrom & Aiken, 2014;Mahajan et al, 2022;Scott & Willison, 2021).…”

Section: Introductionmentioning

confidence: 99%

Employability skills of maintenance technicians in container ports: Implications for maritime technical and vocational education and training

Fernando,

Wickramasinghe

2024

Marit. Technol. Res.

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The study investigated the employability skills of maintenance technicians engaged in container ports in Sri Lanka. The specific objectives were to investigate 1) employability skill gaps between technicians’ evaluations of the level of current possession and the expected level to be possessed for the current job tasks, 2) employability skill gaps between technicians’ evaluations of the expected level of skills for current job tasks and immediate superiors’ evaluation of the importance of the same for current tasks, and 3) maintenance technicians’ exposure to skill development strategies after joining the respective container port terminals. The study was conducted in the two main container ports of Sri Lanka- Colombo and Hambantota. Responses were pooled from two independent sample groups- maintenance technicians and their immediate superiors. Maintenance technicians had graduated from technical and vocational education and training institutions with levels 3 or 4 National Vocational Qualification. Findings identified employability skill preferences of maintenance technicians and their immediate superiors, which led to possible skill gaps. The findings highlight the importance of TVET institutions identifying the preferences of business sectors, they should be prepared to impart employer-preferred skills to their trainees and to bridge any gaps in expectations. This will lead employees to develop realistic expectations of employer preferences. Hence, the findings of the study have implications for technical and vocational education and training institutions, students enrolled in these institutions, employees engaged in container ports, and their employers. Highlights Employability skills are vital to be employed and to remain employed Skill gaps have consequences for job seekers, employers, and training institutes This study investigated employability skills of technicians in container ports

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Doing it differently

Cited by 9 publications

References 22 publications

Professional application projects: work-based learning in the curriculum

Professional application projects: work-based learning in the curriculum

Inclusive placement learning for diverse higher education students: anxiety, uncertainty and opportunity

Employability skills of maintenance technicians in container ports: Implications for maritime technical and vocational education and training

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