Bridging the Gap between Education and Employment: A Case Study of Problem-Based Learning Implementation in Postgraduate Sport and Exercise Psychology

Autor/inn/en	Heaviside, Helen J.; Manley, Andrew J.; Hudson, Joanne
Titel	Bridging the Gap between Education and Employment: A Case Study of Problem-Based Learning Implementation in Postgraduate Sport and Exercise Psychology
Quelle	In: Higher Education Pedagogies, 3 (2018) 1, S.463-477 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heaviside, Helen J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2018.1462095
Schlagwörter	Problem Based Learning; Sport Psychology; Education Work Relationship; Graduate Students; College Faculty; Educational Experience; Employment Potential; Job Skills; Skill Development; Foreign Countries; Student Attitudes; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Bildungserfahrung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	The purpose of this case study was to explore Postgraduate Sport and Exercise Psychology students' and their lecturer's experiences of PBL, and, its role in developing their employability skills. A focus group was conducted with four students (Mage = 22.75 years, SD = 0.96 years; n female = 2) and a conversational interview was conducted with the lecturer (age = 37 years, teaching experience = 11 years). Inductive thematic analysis of verbatim transcripts was used as a basis for developing portrait and composite vignettes to illustrate their experiences. Their underpinning themes suggested that PBL was instrumental for developing key employability skills: team working, communication and interpersonal sensitivity; thinking critically, creatively and flexibly; for helping students translate academic knowledge into application in future employment contexts, and for increasing awareness that learning is a lifelong developmental process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01