Chronicles of architectural internships : student experiences versus practitioner expectations

This paper presents preliminary analysis and data gathered for a master of architecture by research study which seeks to explore the value of student work experience in architecture. It describes the theoretical framework upon which internships provide certain technical and professional knowledge and are regarded as an integral element of professional education. Until the last decade, internship in the architecture profession has received surprisingly little attention from researchers. Structural constraints unique to the architectural profession present challenges to how student work experience/internships can be sustained and it is pertinent to examine its precise relevance for the future. Vignettes of student learning experiences are presented and discussed against vignettes of practitioner expectations. The data in this study have been collected using combined methods of semistructured and open interviews and a qualitative approach to analysis of data. The opportunity to test the results in the architectural practice experience unit currently offered as a one credit earning elective for the architecture degree program at Deakin University will be discussed. It expects to prompt exploration into the potentially potent and broader pedagogical outcomes of a form of work-integrated learning (WIL) framework for students of built environment professions in the future.

Flexible delivery and student attrition in the vocational education and training sector: case studies of students who dropped out

Government policy in Australia is increasingly encouraging training organisations in the Vocational Education and Training (VET) sector to adopt flexible delivery approaches. This policy shift is supported by key VET stakeholders including Industry Training Advisory Boards. A recurring theme in VET policy documents is an apparent confidence that flexible delivery can meet the diverse needs of individual learners while at the same time providing cost savings. Yet evidence is emerging that Australian VET learners are not typically ready for flexible delivery, and this lack of readiness is reflected in high attrition rates and low pass rates in many flexibly delivered courses. One research project found that over 70% of learners in the Australian VET sector do not have the learning capabilities required to be ready for flexible delivery. A recent review of the module outcomes achieved by VET students nationally found that students studying by external/correspondence and self-paced unscheduled modes had lower module completion rates than students studying by other delivery strategies.

Research on student progress in flexible delivery within the Australian VET sector has largely been quantitative. That research provides useful statistical data on completion and attrition rates for various modes of delivery, but does not explore the reasons underlying the high attrition rates found in flexible delivery. The qualitative research that is available tends to focus on students who successfully complete their courses, not on those who withdraw. As a result, the Australian literature on flexible delivery in the VET sector is lacking in-depth qualitative information about students who enrol in courses but do not complete. In comparison, the broader literature on distance education and flexible delivery in other educational sectors offers some useful insights into student attrition, and can be can be used to inform research into attrition within the Australian VET sector.

This paper reports on aspects of a research project that followed up six adult learners who enrolled in VET courses but who either failed assessment or withdrew. The research project presented the students’ stories in the form of narrative case studies, focussing on the detailed examination of the barriers that each student experienced, and analysing these barriers in relation to issues raised in the literature. This paper reports on two particular themes that emerged from that research project. The literature on distance education and flexible delivery argues that:


· student dropout is often not determined by a single factor, but by the interaction of a number of factors that build up over time;

· students who experience difficulties when studying by flexible delivery can often be reluctant to access the support that is available to them.

This paper uses these themes as a point of reference in presenting the stories of some of the students who participated in the research project.

Decoding the mentoring experience : a conversation with Parker Palmer

"I think it would be awesome for everyone to be involved in a mentoring group. A lot of the time I don't think we needed 'guidance' but it was just great social interaction with people you would otherwise not have met" says one student in a University-wide First Year Initiative designed to assist students with the transition to University studies. Parker Palmer (1998, p. 21) describes mentoring as "a mutuality that requires more than meeting the right teacher; the teacher must meet the right student. In this encounter, not only are the qualities of the mentor revealed, but the qualities of the student are drawn out in a way that is equally revealing". In the Faculty of Education's 'pilot program' 54 students (25% of those enrolled in the Bachelor of Education, Primary) were randomly selected to participate. Mentoring groups consisted of six students who chose to meet volunteer staff mentors for six weeks. This paper is a reflection on the mentoring experience of one group that continues to meet regularly. The research question: What was it about the group members that allowed successful mentoring to happen? is addressed through a conversation with Parker's ideas, thereby decoding this rich mentoring experience.

Engagement and learning through social software in finance : the trading room experience

The introduction of a social software blog space called “The Trading Room” in an undergraduate Finance unit for an assessment task generated a great deal of activity to support student learning. A subsequent evaluation of this pilot demonstrated that students perceived high value in the opportunity it provided for them to reaffirm theories, obtain individualized feedback and benchmark their work against others. Whilst assessment is generally seen as both the carrot and the stick of learning, and certification; students in the study reported that they would still participate in reading and posting to the “Trading Room” blog even if there was no assessment requirement! Additionally they did not see any value in the environment as a purely social space, reporting that they saw it primarily as a professional educational community. It would appear that just as there are different communities in the real world social space, there are also different types of communities in the online space. Context, structure and activity design, perhaps are the most important facets of online interaction for learning.

Bridging the gap : competencies students should focus on during their cooperative experience to enhance employability

Cooperative education programmes aim to prepare students for the workplace by developing both generic and specific competencies that will enhance  employability. Researchers have investigated the competencies relevant to business, science and technology graduates (Coll & Zegward, 2006; Hodges & Burchell, 2003). However, there is little published research on the perceptions of the skills or graduate competencies that employers desire of sport and recreation graduates entering the workforce.

The aims of the study were to identify key competencies needed by third year sport and recreation degree students entering their cooperative placement as well as to identify the difference between student and graduate competencies. An online survey of sport and recreation industry supervisors was conducted. For comparison the survey was also completed by academic supervisors from AUT University. Supervisors were asked to rate the importance of specific competencies (adapted from Coll & Zegward, 2006) for the cooperative student and for the graduate.

To enhance employability in the sport and recreation industry, academic programmes within a university need to ensure that students are provided with opportunities to facilitate the development of competencies including the ability and willingness to learn, the use of initiative and personal organisational skills. Cooperative education experiences should be designed to provide opportunities for students to develop in the areas of relationship building as well as teamwork and cooperation in order to increase their likelihood of employment as graduates. It is important to identify and communicate to the tertiary education providers the needs of the industry in order to create successful cooperative education partnerships.

Broadening conceptions of curriculum for young people : reports from three student - teachers on exchange

Research reports prepared by three Australian preservice teachers Paula Shaw, Chris Sharp and Scott McDonald undertaking their teacher education practicum in Canada, form the basis of this paper. The reports provide critical insights into three aspects of education for young people in both Canada and Australia. They also provide critical insight into the ways in which a practicum research project, along with the opportunities afforded through an international experience, enabled the preservice teachers to broaden their understanding of the curriculum for young people, of issues relevant to the diverse needs of young people, and of themselves and their priorities as teachers. The preservice teachers investigated three topics: attempts to reduce homophobia in schools; the presence or absence of Aboriginal content in the school curricula in British Columbia and Queensland; and “schools-within-schools” as a means to meet the needs of diverse student populations. Linda Farr Darling from the University of British Columbia provides a response to the three reports.

From student to therapist : follow up of a first cohort of Bachelor of occupational therapy students

Aim: This study aimed to investigate the perception of graduate students on their preparation for practice, at 7 months post graduation.
Method: Using an anonymous postal questionnaire, 18 respondents (58% response rate) provided data on the nature of current employment, the experience as a graduate therapist, and perceptions of their undergraduate experience in preparing them for practice.
Results: Fifty percent of the respondents were practising in a rural environment. There was a significant positive relationship between respondents perception of their curriculum and fieldwork experiences and their preparation for practice (rho = 0.52, p < 0.05, and rho = 0.55, p < 0.05, respectively). Of the fieldwork experiences, respondents rated block placements as more beneficial to practice than non-traditional placements. However, a correlational analysis showed the non-traditional placement was significantly related to preparation for practice (rho = 0.54, p < 0.05). On a sevenpoint Likert scale, respondents rated themselves from 5.2 to 5.7 for perceived self-competence as a newly graduated practitioner with community-based graduates having the higher rating. Confidence in clinical decision-making was rated 5.0 to 5.6 with community-based graduates having higher rating. Respondents reported a positive perception that the undergraduate program prepared them to enter the workforce and practise as an occupational therapist (mean ratings 5.5 to 6.2).
Conclusion: Respondents felt adequately prepared to enter the occupational therapy profession and workforce. Strengths and weaknesses in their preparation are discussed as well as the need for further research.

Delivering the link : using student feedback studies to improve student learning in dissertation studies

Student feedback is essential to enable lecturers to understand whether attempts to improve learning and education experience lead to improvement (George and Cowan, 1999; Gibbs, 1993). Current UK practice relies largely on end of module questionnaires to feedback levels of student satisfaction (Cowan, 2002), however there are inherent weaknesses in this approach; it seldom leads to change for that particular cohort; it relies on uncorroborated opinion, and finally, it may derive from superficial feedback from a minority of students with the remainder suffering from questionnaire fatigue.

This research project involved a cohort of final year building surveying students at Sheffield Hallam University, in England, who were undertaking a dissertation in two modules. During 2002/3 the use of Blackboard software had also been adopted by the module leader as an educational tool to support student learning in the module. The lecturer wanted to identify how students used Blackboard and what they thought about the most appropriate use of the medium. The research methodology sought to redress some of the issues identified above with student feedback, regarding timing of feedback, implementation of change during the teaching period and the lack of depth in the data. Using principles adopted by Angelo and Cross (1993), this research formatively evaluated student perceptions and levels of satisfaction with the dissertation module, the teaching materials, the workshops, the supervisory arrangements and relationships. This paper presents the findings of the research and illustrates the changes that were made during the year and the student’s views of these changes. The paper demonstrates how linking teaching with research has been delivered at Sheffield Hallam.

Double disability : lived experience of Australian tertiary students with ME/CFS

This research is the exploration of the lived experience of tertiary students in Australia with the medical condition usually known as ME/CFS (Myalgic Encephalomyelitis /Chronic Fatigue Syndrome) seeking to explore issues of equity and human rights from the perspective of the Disability Discrimination Act 1992. Students feel that their difficulties are not caused just by the illness itself but by the failure of the tertiary institutions to understand the effects of this illness on them, the student, especially within the areas of accommodations and assessments. Their lived experiences are studied to ascertain if their experiences differ from those of other tertiary students. Forty participants came from every state and territory of Australia and twenty -four of Australia's universities as well as eight Technical and Further Education/Open Training Education Network (TAFE/OTEN) colleges are represented. The selection of the chosen methodology, Critical Ethnography from a Habermasian perspective, has been circumscribed by the medical condition which placed limitations on methodology and also data gathering methods. Non-structured stories, in which the participants wrote of their lived experience as students, were considered the most appropriate source of data. These were transmitted by electronic mail (with some by postal mail) to the researcher. A short questionnaire provided a participant background to the stories and was also collated for a composite overview of the participants. The stories are analysed in a number of ways: six selected stories are retold and the issues arising from these stories have been weighed against the remainder of the stories. Four intertwined themes were constructed from the issues raised in each story. Apparent infringements of the Disability Discrimination Act (1992) which impact on quality of life, human rights and equity are found. No accommodations are being made by the academic institutions for the cognitive dysfunctions and learning difficulties. Students are stigmatised and lack credibility to negotiate appropriate academic accommodations. A possible means of improving the ability of students to negotiate appropriate accommodations is explored. Finally the researcher reflects on her own involvement in the research as an 'insider' researcher.

The story of fable : a narrative analysis of the experience of four registered nurses in their first year of practice

This research explores the transition from student to registered nurse from the perspective of the new graduate. This interpretive study uses narrative analysis as the methodology. Individual stories were collected and processed using the method of core story creation and emplotment (Emden 1998). Four newly registered nurses were invited to share stories related to how they were experiencing their role. Participants were encouraged to tell their stories in response to the open question 'what is it like to be a registered nurse?' In the final step of the analysis one honest and critical story has been crafted (Barone 1992) using a process termed emplotment thus disclosing the themes that allow the stories to be grasped together as a single story (Polkinghorne 1988, Emden 1998). The final story of 'Fable' gives insight into the ways in which newly registered nurses experience their role. Becoming a registered nurse is not easy however, Fable finds that nursing is more than just a job and describes many rewarding experiences. It is hoped that the outcomes of this research will be valuable to students, graduates, nurse academics and the profession of nursing generally by enhancing understandings of the relationship between the graduate and the actual employment experience.

Indigenous higher education student equity : focusing on what works

The rates of higher education access, participation and completion for Indigenous students are much lower than those for non-Indigenous students in Australia. This paper argues for a research-led focus on what works in terms of Indigenous  student equity in higher education. Undertaking independent evaluation of  existing initiatives and leveraging the experience of hundreds of successful Indigenous graduates, it may be possible to articulate some of the ways in which success has been, and can be, achieved, despite the challenges that face Indigenous students. In other words, it may be possible to articulate some aspects of what works for some Indigenous people in relation to higher education. A focus on articulating strategies that Indigenous individuals and communities might adopt in relation to higher education should be developed alongside the management of systemic problems through a range of means. The “successfocused” approach would provide one of a suite of approaches that may be helpful in addressing Indigenous student equity.

The methodology of students-as-researchers : valuing and using experience and expertise to develop methods

Students in England are increasingly involved in consultation and governance of schools. Some are also involved in researching their own learning, how they are taught, the kinds of curriculum on offer, and school policies and practices. In this article, we suggest that this could be seen as a form of “standpoint research”. We suggest that one way standpoint can be exercised is via the construction of experience-based research tools. We exemplify this through a student research project in which photo-elicitation and verbal scenarios based in students' understandings of their school did not produce an “authentic” and homogenised voice, but rather multiple perspectives of the classroom and wider school.

Valuing practical experience

The nature, consequences and benefits of practice-based learning in architecture are explored nationally / transnationally from both student and practitioner perspectives. The findings suggest that the strengths of learning in practice contexts should be utilised and better integrated with formal learning at university for Australian architectural education in the 21st century.

The learning experience of nursing students in a clinical setting

Analysed the experiences of nine baccalaureate degree nursing students in their final year of a School of Nursing in a small provincial acute hospital setting in New Zealand. The findings draw attention to the factors influencing the nursing student's learning experience, and create an awareness for favourable change.

Implementation of an innovative teacher education field experience : a study of dissonance

Interactions between participants were concluded to be a critical determinant of the level of implementation of curriculum innovations. The continuation of the traditional school experience emphases on gaining practical classroom teaching and curriculum knowledge was attributed to the congruency between student teacher and school staff perspectives towards teaching and teacher education,