Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

Autor/in	Whelan, Michael
Titel	Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement
Quelle	In: Asia-Pacific Journal of Cooperative Education, 18 (2017) 1, S.1-13 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Environmental Education; Science Education; College Graduates; Foreign Countries; Outcomes of Education; Bachelors Degrees; Work Experience Programs; Comparative Analysis; Student Attitudes; Expectation; Educational Change; Curriculum; Job Performance; Employer Attitudes; Job Skills; Teacher Attitudes; College Faculty; Statistical Analysis; Course Objectives; Education Work Relationship; Employment Potential; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Hochschulabsolvent; Hochschulabsolventin; Ausland; Lernleistung; Schulerfolg; 'Bachelor''s degrees'; Bachelor-Studiengang; Schülerverhalten; Expectancy; Erwartung; Bildungsreform; Curricula; Lehrplan; Rahmenplan; Work performance; Arbeitsleistung; Arbeitgeberinteresse; Produktive Fertigkeit; Lehrerverhalten; Fakultät; Statistische Analyse; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Fragebogen; Australien
Abstract	Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor degree in environmental science via students participating in a work-integrated learning (WIL) placement. Comparisons of importance and perceptions of students' skill level between host-supervisors, students and teaching staff were made. On the whole teaching staff perceived students' skills as "adequate" while the students and host-supervisors perceive students' skill level to approach "proficient". Students on WIL placements appear to meet hosts' expectations and there appears to be no significant gap in the curriculum. Road testing graduate attributes and course learning outcomes has led to changes in the curriculum. A recommendation is made to define the skill level of a work-ready graduate that is quantifiable rather than use terms such as "well-developed". (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01