Students’ Practicum Performance of Industrial Internship Program

Jamil, Norina Ahmad; Shariff, Sariwati Mohd; Abu, Zurah

doi:10.1016/j.sbspro.2013.07.121

Cited by 17 publications

(14 citation statements)

References 6 publications

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“…This would improve their attitude to work as they strive to make things work. This result agrees with Ahmad et al (2013) who indicated through the findings of a survey that teaching practice students acquired meaningful work knowledge, demonstrated good working skills with the right attitudes at the workplace. The result was also favourable and suggested that the industrial practicum training briefings, practicum curriculum and guidelines have a positive impact on the students' prior practicum attachment to the industry.…”

Section: Discussionsupporting

confidence: 91%

Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum

Basantia¹

2020

TJSSR

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After the World War-II, human rights education has become an increasingly visible feature of the educational policies, debates and foundations at international level. Steps have been taken by various nations to incorporate human rights education in their school curriculum. In India, a few studies have been conducted in the context of incorporating human rights education in school curriculum in general and in secondary school curriculum in particular. In the present study, an attempt was made to study the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum. The study mainly focused to compare the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum, and to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum. The study was considered under descriptive survey-cum-content analysis research. The participants of the study included 640 students, 256 teachers and 88 educational administrators under secondary schools of Bihar, India. A self-developed attitude scale titled ‘Attitude scale for studying the attitude for incorporating human rights education in secondary school curriculum’ was used for collecting data from participants for the study. Both the quantitative and qualitative methods of data analysis were employed for analyzing the collected data of the study. The study mainly revealed that among the entire sample studied, the students possessed better attitude than teachers and educational administrators for incorporating human rights education in secondary school curriculum. Further, the study helped to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum.

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Section: Discussionsupporting

confidence: 91%

Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum

Basantia¹

2020

TJSSR

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“…The result from the study indicated that teaching practice students acquired meaningful work knowledge, demonstrated good working skills with the right attitudes at the workplace, suggesting that the industrial practicum training briefings, practicum curriculum and guidelines have a positive impact on the students' prior practicum attachment to the industry (Ahmad et al, 2013). Using a correlational method, Olcum and Titrek (2015) determined that student-teacher job satisfaction levels were predicted significantly by administrators' decision-making styles.…”

Section: Principals' Decision-making Skillsmentioning

confidence: 99%

Principals’ Leadership Variables and Undergraduates Attitudes Towards Practicum Exercise in Secondary Schools

Owan¹,

Egbula²,

Mbon³

et al. 2020

TJSSR

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Background: The attitudes of many undergraduates towards practicum exercise is declining in each passing year, affecting the quality of educational leaders produced from higher education. Studies in the past, have documented that there is no significant difference in the attitudes of students with or without practicum experience towards academic activities in higher education. Little or nothing seems to be known at the moment regarding the reasons why there is an indifference in the attitudes of students after completing a practicum course. In response to this gap, we designed this study to assess principals' leadership variables as the presumed cause of undergraduates' declining attitudes towards practicum exercise in secondary schools. Methods: A census study was carried out in Cross River State, where the entire 667 secondary school administrators (271 principals and 396 vice principals) were studied. “Principals’ Leadership Variables and Undergraduates’ Attitudes Towards Practicum Exercise Questionnaire” (PLVUATPEQ), designed by the researchers, was used in data collection. Data collected were analysed using simple linear regression analysis. Results: We find amongst others, that principals’ leadership styles, communication patterns, decision-making and supervisory approaches significantly predict undergraduates' attitudes towards practicum exercise relatively. Each of these independent variables accounts differently for the variance in the dependent variable based on their unique coefficient of determination. Conclusion: It was concluded generally, that principals’ leadership variables significantly predict undergraduates’ attitudes towards practicum exercise. The attitudes of undergraduates towards practicum exercise increases as the leadership styles, communication patterns, decision-making skills, and supervisory approaches of principals improve. The implications of this study are discussed for policy and educational reforms.

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“…A total of 16 criteria and 13 subcriteria were identifed. Tese criteria were (1) total number of lecturers/supervisors, (2) total number of students (i.e., (2.1) minimum number of students permissible on any project and (2.2) maximum number of students permissible on any project), (3) total number of projects, (4) profle of student in terms of preferences or similarities in student preferences or choices over projects, (5) student discipline [34], (6) suitability of student discipline to project, (7) total number of disciplines, (8) fnal year project prerequisites, (9) lecturers/ supervisors preferences, e.g., (9.1) research interests/areas, (9.2) lecturers' expertise/feld of specialization [35,36], (9.3) professional support [27,37], (10) lecturer and student relationship [37], (11) popularity of project, e.g., (11.1) least popular/preferred and (11.2) most popular/preferred, (12) popularity of lecturer, (13) workload, e.g., (13.1) project and lecturers total capacity, (13.2) availability, (13.3) total project lower quota, (13.4) total lecturer lower quota, (13.5) individual student projects, (13.6) group student projects [34,38], ( 14) students' performance on projects [31], (15) students' gender [27], and ( 16) Other (e.g., university requirements). Te 16 criteria were encapsulated into the developed framework for this study, using process mapping principles to increase our understanding of the theory of student-to-supervisor assignments [39][40][41].…”

Section: Framework For the Student-to-supervisor Assignmentmentioning

confidence: 99%

An Optimization Model for the Student-to-Project Supervisor Assignment Problem-The Case of an Engineering Department

Ramotsisi

Kgomotso

Seboni

2022

Journal of Optimization

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Purpose. Empirical studies on the topic of assigning university project students to supervisors are currently underexplored. Such studies are critical to success of both the students and the university. Whilst extant research on this topic has contributed to an understanding of student assignments, what appears to be missing is application of a comprehensive framework to inform formulation and validation of a robust solution approach that takes account of both student and supervisor preferences, to optimize a real-life student-to-project supervisor assignment problem. Methodology. Questionnaire and interview surveys with project coordinators, project supervisors, head of department and students were conducted to identify factors surrounding the student-to-project supervisor assignment, through a case study approach in a university department offering engineering degree programs. This study not only develops a framework to understand an effective student-to-project supervisor assignment decision but also applies it in practice, through a case study in a University department offering engineering degree programs. An integer linear programming model was developed and implemented in an optimization software to optimize the student-to-project supervisor assignment, using data from the case study. Findings. Using OpenSolver, validated model results show improvements in matching both students and project supervisors’ preferences, whilst complying with supervisors’ workloads. These results also reveal an improvement in minimizing the project coordinator’s time in doing the assignment by introducing a standardized approach that concurrently considers all variables in a consistent manner. Originality. The contribution lies in: (1) development of a robust framework for student-to-supervisor assignments, (2) explicit consideration of contextual factors that recognize different assignment scenarios, (3) identification of feedback loops to recognize not only the need for continuous improvement in student-to-supervisor assignments but also links to performance in final year projects, (4) unique insights to guide project coordinators in relation to an efficient, effective, comprehensive, and standardized approach to the student-to-project supervisor assignment, and (5) a deeper understanding of a comprehensive range of factors that play a role in student-to-project supervisor assignments in higher education institutions.

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Students’ Practicum Performance of Industrial Internship Program

Cited by 17 publications

References 6 publications

Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum

Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum

Principals’ Leadership Variables and Undergraduates Attitudes Towards Practicum Exercise in Secondary Schools

An Optimization Model for the Student-to-Project Supervisor Assignment Problem-The Case of an Engineering Department

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