Potential utilisation of assessment centre methodology to enhance student placement outcomes, experiences and employability

Background: Placements are of particular importance due to the richness of learning associated with placement experiences and the wider links they represent to industry and the community. Students often refer to placements as the most significant, productive and memorable component of their training. Importantly, placements also provide the opportunity for students to become work ready, i.e., integrate their knowledge into a new set of employable skills and personal qualities. There is now increased emphasis on employability by employers and universities alike; in fact, it now represents a critical performance measure for Australian universities. Despite these key points, there appears to be inconsistencies in approaches to maximising work placements across and within Universities. Assessment centre methodology may represent a useful approach to standardise and optimise work placements for all stakeholders. Assessment centre methodology has been used successfully for selection purposes in industry for the past 50 years. However, their use as a developmental tool is less prominent. Furthermore, their application in the higher education setting, particularly in the context of placements and student development appears under researched.
Overview of issue: Only one published study was found that reported the use of a developmental assessment centre with a post-graduate sample. That study took place over 10 years ago when the concept of employability was still gaining recognition and work placements were less common. The current paper reviews this unique concept in the context of the existing literature and the current needs of Universities, employers and students.
Discussion: It is argued that the reconsideration of assessment centre methodology for development represents an innovative approach to consistently maximising work placement outcomes, experiences and employability.
Conclusions: Given the importance and increased use of placements, the application of assessment centre methodology within the placement curriculum warrants further research. This methodology represents a standardised approach for implementation within a range of placement programs to enhance student development, placement outcomes and employability.

Evaluation methodology for work integrated learning - placements : a discussion paper

Background: This paper will address the evaluation of WIL (placements) in order to provide a strategy to improve performance in universities' WIL as benchmarked in the AUSSE, GDS and placement unit feedback.
Overview of issue: Although WIL placements are important and valuable for student engagement, learning, graduate employability and industry partnerships, there are few empirical studies or reviews that inform evaluation methodology for them. The assessment of placement outcomes and the student experience is typically more complex than evaluation of a standard university unit because of the wide variation that occurs with placements. Students are likely to be working in different organisations, and working on different projects within their various disciplines. Adding to this complexity, the organisation supervisor is an additional stakeholder critical to the placement experience, and who ultimately makes the judgment of student performance. Although an organisation supervisor may complete an individual feedback form for their students, generally this information is not strategically aligned within a broader university evaluation process. Initial examination of available literature revealed that the multi-dimensional perspective (organisational supervisor, placement co-ordinator and student) is not usually incorporated into evaluation of placements to inform continuous improvement for example. There are gaps in the evaluation process which could be addressed through more  comprehensive evaluation that could be utilised across Faculties and Institutions. In 2010, we will conduct an inter-faculty project to develop and trial an evaluation methodology for WIL placements. It will incorporate a triangulated approach including student, organisation and university supervisor feedback. Preliminary results gained from this project will be discussed.
Argument: An evaluation methodology that is inclusive of a triangulated approach, would provide university stakeholders with comprehensive feedback that could be used to strategically inform continuous improvement efforts in Institutions in the areas of WIL placements.
Implications: The importance of triangulated data gathering leading to a comprehensive evaluation and subsequent improvement strategies will be concluded. Suggested evaluation process and potential tools will be presented.

Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.

A full body musculoskeletal model based on flexible multibody simulation approach utilised in bone strain analysis during human locomotion

Load-induced strains applied to bone can stimulate its development and adaptation. In order to quantify the incident strains within the skeleton, in vivo implementation of strain gauges on the surfaces of bone is typically used. However, in vivo strain measurements require invasive methodology that is challenging and limited to certain regions of superficial bones only such as the anterior surface of the tibia. Based on our previous study [Al Nazer et al. (2008) J Biomech. 41:1036–1043], an alternative numerical approach to analyse in vivo strains based on the flexible multibody simulation approach was proposed. The purpose of this study was to extend the idea of using the flexible multibody approach in the analysis of bone strains during physical activity through integrating the magnetic resonance imaging (MRI) technique within the framework. In order to investigate the reliability and validity of the proposed approach, a three-dimensional full body musculoskeletal model with a flexible tibia was used as a demonstration example. The model was used in a forward dynamics simulation in order to predict the tibial strains during walking on a level exercise. The flexible tibial model was developed using the actual geometry of human tibia, which was obtained from three-dimensional reconstruction of MRI. Motion capture data obtained from walking at constant velocity were used to drive the model during the inverse dynamics simulation in order to teach the muscles to reproduce the motion in the forward dynamics simulation. Based on the agreement between the literature-based in vivo strain measurements and the simulated strain results, it can be concluded that the flexible multibody approach enables reasonable predictions of bone strain in response to dynamic loading. The information obtained from the present approach can be useful in clinical applications including devising exercises to prevent bone fragility or to accelerate fracture healing.

A needs based methodology for classifying construction clients and selecting contractors : comment

This note is a comment on Chinyio, E.A., Olomolaiye, P.O., Kometa, S.T. and Harris, F.C. (1998) A needs based methodology for classifying construction clients and selecting contractors, Construction Management and Economics, 16(1), 91± 8, which describes research aimed at classifying clients by their needs rather than by the traditional public/private/developer approach. The paper also proposes a new method of selecting contractors by matching clients’ needs to contractors’ ability to satisfy them. The note offers constructive criticism of some aspects of the analysis.

Picture words : toward an art-critical methodology

“Phiction: Lies, Illusion and the Phantasm in Australian Photography” is a curatorial experiment in assembling a survey exhibition from a significant collection. Its formulation, presentation and the outcomes of its tour of eleven regional and metropolitan Victorian galleries provide a case study for this paper. The exhibition Phiction (the title amalgamates photography and fiction) challenges audiences’ reading of photographs, and confronts some curatorial assumptions, by juxtaposing the images with extracts of Australian fiction instead of the usual gallery fact sheet, list of provenance or expert gloss. In this way the exhibition forces a confrontation between ‘dumb’ image and ‘blind’ text and while examples are examined, a review of the exhibition is not the purpose of this paper. A consideration its process and effect is discussed in the paper to propose a comparative tool in the study, investigation and evaluation of art. It is offered to visual art school researchers, lecturers and students contemplating the most appropriate and effective, or alternative, methodologies to employ. With reference to the dominant systems of critique which have come to us from other disciplines, the paper considers the art practitioner’s perspective by drawing on the example of Phiction to pose the open question; “How might we use one artform to explore another?”.

Researching social inequalities in education : towards a Bourdieuian methodology

The injustices of ‘allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society’ (Wacquant, 1998, p. 216). Cognizant of this, the authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, they make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what they understand by a Bourdieuian methodology, which is informed by socially critical and poststructural understandings of the world. Such methodology attempts to dig beneath surface appearances, asking how social systems work. By asking ‘whose interests are being served and how’ (Tripp, 1998, p. 37) in the social arrangements we find, Bourdieu can help us to ‘work towards a more just social order’ (Lenzo, 1995, p. 17).