Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates

Autor/inn/en	Kelton, Maryanne; Kingsmill, Verity
Titel	Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates
Quelle	In: Journal of University Teaching and Learning Practice, 13 (2016) 5, Artikel 18 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Simulation; Teaching Methods; Foreign Policy; Skill Development; Universities; Feedback (Response); Student Attitudes; Educational Innovation; Industry; Professional Development; Job Skills; Qualitative Research; Statistical Analysis; College Faculty; Teacher Attitudes; Likert Scales; Foreign Countries; Undergraduate Students; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Kompetenzentwicklung; Qualifikationsentwicklung; University; Universität; Schülerverhalten; Instructional innovation; Bildungsinnovation; Industrie; Produktive Fertigkeit; Qualitative Forschung; Statistische Analyse; Fakultät; Lehrerverhalten; Likert-Skala; Ausland; Schülerbefragung; Australien
Abstract	Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staff participant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01