Enterprise Placements: Factors Which Support Learning and Prolonged Attainment in Students

Autor/inn/en	Gazdula, Joe; Atkin, Chris
Titel	Enterprise Placements: Factors Which Support Learning and Prolonged Attainment in Students
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 1, S.128-143 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gazdula, Joe) ORCID (Atkin, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1272079
Schlagwörter	Undergraduate Students; Longitudinal Studies; Mixed Methods Research; Praxis; Curriculum; Placement; Entrepreneurship; Questionnaires; After School Programs; Student Projects; Interviews; Elementary School Students; Clubs; Grades (Scholastic); Program Effectiveness; Stress Variables; Student Development; Educational Environment; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Curricula; Lehrplan; Rahmenplan; Betriebspraktikum; Praktikum; Unternehmungsgeist; Fragebogen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulprojekt; Interviewing; Interviewtechnik; Club; Klub; Notenspiegel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Großbritannien
Abstract	This article investigates the learning and academic attainment of undergraduate education students on enterprise placement projects in a longitudinal mixed-methods study. By observing the placement learning and analysing previous and subsequent attainment of a second- and third-year group it adds to the ontology of purpose for enterprise in education and concurs with the growing body of work identifying placements with sustained academic improvement. The qualitative investigation identifies five key learning factors from the placements which support improved academic attainment. These are: pressure to learn, critical personal learning events, seeing the setting as a learning environment, professional attachments, and having space to learn. These factors support the transfer of learning from one context or situation to another and using concepts of transformative learning or transitional learning, contributes to a cycle of increasing self-esteem and motivation and a sustained improvement in academic attainment. It concludes that a praxis curriculum, using self-assessments, continuous short (micro) reflections and taught awareness of the placement as a place to look for and recognise learning, would underpin these five factors and contribute to the academic processes underpinning attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01