Dissertations / Theses: 'Work-integrated education'

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Skaresund, Robert. "Work Integrated Learning : crossing Boundaries." Thesis, University West, Department of Nursing, Health and Culture, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2687.

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Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.

För omkring 20 år sedan utvecklades arbetsintegrerat lärande som en ny pedagogisk form på svenska högskolor och universitet Det råder dock delade meningar om syftet bakom högskolans ambition att integrera teoretiska perspektiv till individuella praktiska erfarenheter. Exempelvis riskerar studenter att liknas vid klienter, eller verktyg för regional utveckling om fokus på praktiska erfarenheter överordnas möjligheten till reflektion. Utbildningens roll kan i så fall bli att underlätta anställningsbarhet efter examen istället för att leda till ett utvecklingsinriktat lärande. För att förstå relationen mellan anpassnings- och utvecklingsinriktat lärande undersöker denna uppsats vilka strategier lärarstudenter utvecklar, under utbildning på lärarprogrammet, för att uppbära den kunskap som behövs för att kunna arbeta som lärare. Fokus ligger på hur studenterna svarar mot de varierande motsättningar som uppstår vid övergångarna mellan högskolan och arbetsplatsen. Uppsatsen utgår från verksamhetsteoretiska resonemang och speciellt fenomenet ”boundary-crossing” som innebär grunden för horisontell utveckling och innefattar förmågan att finna relevant information där den är tillgänglig. Utgångspunkten är att förändring och utveckling sker som ett resultat av samverkan mot gemensamma mål och på grund av motsättningar mellan två eller flera verksamhetssystem. Det övergripande upplägget av studien kan liknas vid en fenomenologisk fallstudie och utfördes under sex månader. Populationen som ligger till grund för studiens empiriska data består av fem lärarstudenter som studerar sitt första år vid en av Sveriges lärarutbildningar. Data samlades in genom narrativa intervjuer vid tre olika tillfällen: (i) efter studenternas första praktikperiod, (ii) innan studenterna påbörjade sin andra praktikperiod och (iii) direkt efter att studenterna avslutat sin andra praktikperiod. Studiens resultat visar att lärarstudenterna använder fyra olika lärandestrategier (ifrågasättande, utmanande, anpassande och imiterande), för att omvandla den information de möter till kunskap, vid olika tillfällen under lärarutbildningen. Dessa strategier utvecklas som följd av de erfarenheter studenterna har med sig när de möter olika motsättningar under lärarutbildningen.

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Valencia-Forrester, Faith L. "Inclusive Work-Integrated Learning in Journalism Education: A Wise Practice Framework." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392884.

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This exegesis reports on nine case studies of university-led work-integrated learning (WIL) in journalism at Griffith University (GU), undertaken from 2014–2018. While WIL has a relatively long history in journalism education in terms of internships and cadetships, they have some limitations in terms of access and equity. Students may lack the capacity to fulfil the requirements of internships because of disadvantage, the number of available placements may be limited and/or students may have varied experiences with placements. This exegesis enunciates the varied dimensions and faces of a ‘wise practice’ approach to university-led WIL in journalism education and addresses the central research questions: What are the dimensions of inclusive, quality WIL and what are the challenges to its implementation? To address these questions, I draw on data from participant observation as well as from interviews and focus groups with students, academics and industry partners. Each set of data formed a case study. This multiple case study analysis has led me to identify three distinct yet interrelated models of university-led WIL in journalism education – I have called these Flipped WIL, Event WIL and Purpose WIL. The development and delivery of each of the case studies were informed by the teaching philosophy of university-led WIL as wise practice, which emphasises context, diversity, inclusion and community. University-led WIL occurs within a hybridised space created within a university context outside the internship/placement model. Students obtain practical experience, usually in conjunction with a professional organisation, and this goes beyond simply providing ‘scholarly problematizing by students of their practice experiences’ (Cooper and Orrell, 2016, p. 111). The Flipped WIL case studies comprised scaffolded, practice-based units culminating in a capstone unit. Student learning occurred through working as, and alongside, industry in a specially configured, university-based multimedia newsroom. In contrast, the Event WIL case studies involved students working collaboratively with industry at specific newsworthy events – the G20 Leaders’ Summit in Brisbane, the Blues on Broadbeach annual music festival on the Gold Coast and the 2018 Commonwealth Games, also on the Gold Coast. The Purpose WIL case studies engaged with the community around the social issues of domestic violence, refugee mental health and disability, with a social justice focus. Each model involved students producing relevant multimedia news stories for an authentic news outlet, and building skills in analysis, critique, creativity and innovation. The models allowed students enrolled in on-campus journalism programs to be prepared for employment in an evolving and challenging media landscape because they provided equivalent access to what Billett (2002, p. 29) refers to as ‘affordances’, that is, the workplace’s ‘readiness to afford opportunities for individuals to engage in work activities’, and ‘engagement’, that is, the ‘degree by which individuals wish to engage purposefully in the workplace’. The affordances offered by industry workplaces were incorporated into the hybrid space created by the university-led model described, and were enabled and enhanced to produce inclusive, quality WIL when five key dimensions were invoked. These are that the WIL experience is university-led, undertaken in a hybrid space, embedded in community and sustainable, and recognises and encourages student agency. There are, however, challenges to implementing inclusive, quality WIL, including with online students, access issues, high academic workloads and a student and industry perception about a lack of legitimacy for WIL experiences within the university context. This project sets out to provide a timely, engaging, robust and reflexive analysis of the development and objectives of the Wise Practice Work-integrated learning model in journalism education. Illustrated by the nine case studies, this model has potential to serve as a template for other institutions while contributing to journalism pedagogy in Australia. The implications of the WIL model discussed here, through the testing and analysis of the Flipped WIL model, the Event model and the Purpose WIL model, will form the basis for future projects and/or the adoption of similar models elsewhere.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Budd, Jean. "Beyond academics - is community engagement possible through work integrated learning?" Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20724.

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The purpose of this study was to investigate whether two work integrated learning modules were the appropriate means to achieve community engagement ends, and to what extent the introduction of an NGO component in the WIL curriculum raised awareness or understanding of community engagement amongst the students at a private higher educational institution. Theoretical fields that guided the research included community engagement studies by Butin(2010) and Lazarus (2008), experiential learning literature encompassing work integrated learning, and the literature on service learning and transformative learning with a particular focus on Kolb's (1984) experiential learning cycle and the important role of critical reflection. This was a single case study conducted at a private higher education institution, which employed qualitative research methodology to analyse two work integrated learning modules. McCowan's (2008) curricular transposition framework was used to analyse whether the community engagement ideal was realised, and to identify any disjunctures that inhibited its implementation and realisation. To accomplish this four groups of participants were interviewed, each representing a different stage in McCowan's model. These were curriculum developers, work integrated learning lecturers, students from each work integrated learning module and a representative from the chosen NGO. From their perspectives key themes emerged revolving around levels of conviction of all stakeholders, forms of learning and degrees of student transformation. All of these indicated disjunctures between the "ideal" and what was actually achieved, and these acted as constraining factors which affected the transposition from ideal to real. My data suggests that WIL modules can be an appropriate means to achieve community engagement ends, but the "ideal" needs to have the support of all stakeholders and should be embedded firmly in the curriculum. The data also shows that because of the lack of conviction on the part of all stakeholders the community engagement awareness or understanding happened almost implicitly, as part of the hidden curriculum. Additionally, even though some awareness of community engagement did occur for students, the superficiality of the NGO engagement provided a superficial student experience. The evidence points to the conclusion that the use of work integrated learning modules as a means to promote community engagement awareness was moderately successful, but a lot more needs to be done to make it a viable and worthwhile option. Belief in the concept, clarity on goals and objectives, proper training and development of lecturers, constructive feedback loops, more intensive NGO engagement and support from all stakeholders involved are issues that need to be addressed to move towards realisation of the "ideal".

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Gerber, Karin. "Optimising the work integrated learning of student nurses." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7721.

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According to the Council on Higher Education (CHE, 2011:78) the term Work Integrated Learning (WIL) refers to an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. The CHE (2011:4) further describes WIL as an approach to career-focussed education that includes classroom-based and workplace-based forms of learning that are appropriate for the professional qualifications. WIL forms part of many training programmes for professions across the globe and is considered an important aspect of preparing the trainee or student to integrate theoretical learning into the clinical environment in which he or she will be building his or her career. WIL is considered crucial for the development of professional attributes and competencies needed to perform duties within the chosen profession once the trainee is qualified. Health care professions across the world employ WIL in clinical areas as an integral part of their curricula and nursing specifically is one of the health care professions that utilise a large component of WIL for clinical development of the student nurses. In South Africa, student nurses are currently placed in a variety of clinical settings in order to obtain the required and regulated clinical experience that work integrated learning should offer them. However, anecdotal evidence indicated that student nurses from the various Nursing Education Institutions in Nelson Mandela Bay experienced difficulty in finding adequate opportunities to develop their newly acquired skills when in the clinical areas and reported great difficulties in achieving their WIL outcomes. The aim of this study was to explore and describe the student nurses’ experiences of work integrated learning in various clinical areas in the Nelson Mandela Bay. This study followed a qualitative, exploratory, descriptive and contextual design with two phases. Thirty-five student nurses in their third and fourth-year were purposely sampled. In phase one data was collected using two steps, where the first step comprised using naïve sketches. During the second step interviews were done by means of focus groups using semi-structured questions and responsive interviewing. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. In phase two recommendations for nurse educators to optimise WIL were formulated. The following three themes and related sub-themes emerged from the analysis: 1) Student nurses experienced a multitude of challenges in the clinical placement areas (CPA) and at the nursing education institution (NEI) that negatively impact on their morale and hinder WIL, namely lack of resources, unsupportive learning environments, a lack of belonging and workplace violence. 2) Positive experiences resulted in motivated and enthusiastic students, namely being inspired by role models, enhanced learning when support was offered and personal growth. 3) Students offered recommendations for enabling their WIL, namely adequate mentoring and clinical support, adequate financial support related to WIL and adjusting the nursing programmes to better incorporate the students’ needs. Relevant literature and recommendations offered by the student nurses were used to formulate recommendations with action steps for nurse educators to optimise work integrated learning of student nurses.

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Ndoro, Mugove Chawapiwa. "Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.

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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 multiple choice items on integrated science process skills was used to measure learners' performance. The test scores were statistically analysed using Quickcalcs, to compare the overall learner performance in the two groups, and also to compare learner performance in different categories of science process skills. A 12-item questionnaire was designed to test the learner s' attitude towards virtual and hands-on practical. The statistical t test analysis on the average scores indicated insignificant difference between the performance of the two groups, with a p value greater than 0,05. When learners' performance in different process skills categories were compared, t test scores revealed significant differences in some categories and non-significant differences in some categories. The questionnaire results indicated that the learners' attitude was biased towards hands-on practical work. The significance of this research study is that virtual practical can be used to develop some science process skills.

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Wessels, M. L., and J. M. Jacobsz. "Reconceptualisation of cooperative education at the Tshwane University of Technology : a case study." Journal for New Generation Sciences, Vol 9, Issue 2: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/594.

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Published Article
In universities of technology there is much confusion regarding the concept cooperative education and related terminology. The aim of this article is to offer a conceptual alternative for cooperative education, based on findings from the literature, workshops conducted institutionally and nationally in universities of technology and supported by a PhD study conducted by the first author. The findings suggest an alternative approach towards the conceptual understanding of cooperative education and its associated components. In addition, the proposed conceptual framework provides a directive towards structural development and managing applicable learning types in a university of technology environment with regard to work-integrated learning and service learning.

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Anderson, J. Vernon. "History of the missionary work of the Evangelical Free Church an integrated approach /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Fraser, Barry John. "From hospitality classrooms to successful careers: An appraisal of Australian hospitality higher education." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/373029.

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The higher education sector continues to struggle to ensure students’ learning outcomes are relevant to the requirements of workplaces (Bisoux, 2015; Mourshed, Farrell, & Barton, 2013; Playfoot & Hall, 2009). Moreover, hospitality education institutions particularly, continue to be criticised by employers for not meeting their employment needs (Finch, Peacock, Levallet, & Foster, 2016; Tsai, Goh, Huffman, & Wu, 2006). Therefore, it is important that hospitality education institutions begin to close the gap between the skills that students graduate with, compared to what the industry requires (Dopson & Tas, 2004; Min, Swanger, & Gursoy, 2016; Swanger & Gursoy, 2007). This thesis examines the curriculum and pedagogic requirements that contribute to beneficial graduate outcomes for Australian hotel management students. Specifically, the study seeks to identify the necessary competencies that make hotel management graduates more employable and achieve successful careers in the contemporary Australian hotel industry. Additionally, the study investigates how work integrated learning (WIL) experiences can assist graduates in obtaining the desired hotel industry competencies and further examines how WIL experiences can be best organised and enacted to enhance overall hotel management graduate outcomes. Purposefully a range of hotel managers are used as research participants, this endeavour provides for a phenomenological, employers’ and graduates’ perspective. The study adopts a mixed methods approach to data collection, which enables triangulation of various data. Conceptually, the study’s outcomes appraise, advance and potentially reposition the hotel management curriculum as embracing Australian international hotels, and enactment of students’ experiences more comprehensively. The study’s outcomes determine key currently required hospitality management competencies, and highlight these as being mostly soft skills. Furthermore, the findings identify the importance of experiential learning, and WIL in developing these essential soft skills, and thus, contributing to beneficial graduate outcomes for hotel management students. Additionally, the study potentially shapes how work integrated learning should progress in hotel management education, to the benefit of all stakeholders.
Thesis (PhD Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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Ruijan, Du. "Teaching Guideline for Work-Integrated E-Learning : Design Challenges of Online Courses in Production Technology." Thesis, Högskolan Väst, Avd för informatik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-6322.

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Due to the increasing requirements for continuous competence development in the manufacturing industry, workplace training and e-learning combined builds a new education platform. Such initiatives and educational models have increasingly been studied as work-integrated e-learning focusing on how organizations are trying to increasingly incorporate higher education at the work place, and how higher education can benefit from close cooperation with organizations. This thesis work investigate challenges among experienced higher education teachers who are going to design and implement course modules as a work-integrated e-learning initiative based on demands from several manufacturing industries in West Sweden. During the project, the required 20-40 course credits (ECTS) will be divided into smaller course modules, consisting of about 2-5 credits in order to meet demands of flexibility and time sensitiveness from participating manufacturing companies. As it is a cooperative project, the course modules could be tailored according to different requirements from the companies. The course modules are focusing on industrial automation, flexible and virtual automation, robotics, simulation based manufacturing, production systems and precision engineering among other fields within production technology. The research method is abduction with qualitative research, and the empirical data is collected through interviews. Through an abductive approach teachers subjective experiences were analyzed in accordance to how they expressed their challenges in relation to how to design courses with flexible pedagogical set ups, incorporating course content and what digital technology best matched these aspects. Based on these analyses, the design guideline was constructed in relation to the analysis and to previous research of collaborative learning and engineering education. The guideline for engineering teaching in production technology suggests a new pedagogical approach of work-integrated e-learning. The guideline is expected to help teachers to design and implement work-integrated e-learning course modules in the production technology field. As a result, the outcome of the guideline could contribute to the development of work-integrated e-learning as a more effective learning approach for competence development for engineering teachers

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Weisz, Miriam S., and miriam weisz@rmit edu au. "The added value of a cooperative education program." RMIT University. Management, 2002. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050309.163332.

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Co-operative education (co-op) is a form of work-integrated-learning that involves university undergraduate students undertaking full-time paid and discipline-related employment as a structured part of their program of study. Co-op programs provide learning opportunities for students that enable them to integrate their work and their academic experiences. Such opportunities, provided that a number of conditions are met, can lead to deep level learning. Deep level learning results when students engage in and interact with the material that they are learning so that the material is integrated into their knowledge and personal understanding. Whether or not deep level learning occurs through co-op, depends on various factors including the learning opportunities provided by co-op employers, the students' own commitment and ability to learn, and the commitment of university staff to support this learning. Insufficient resourcing of co-op programs by universities and ultimately the government places a major constraint on the programs' potential effectiveness in bringing about the desired learning outcomes for students. This is particularly the case in Australia where universities are under enormous pressure of reduced government funding and the long-term sustainability of co-op programs is under threat. In order to justify more funding for co-op programs, it is important to identify and measure the outcomes associated with undertaking co-op. There has been a great deal written about the outcomes of co-op programs and the associated benefits that accrue to the major co-op stakeholders; students, graduates, universities and employers. Most of the measurement of these outcomes has, however, taken place in North America. Furthermore, studies have generally focused on the outcomes for one, or sometimes two, stakeholder groups. The results of many of these studies have been limited by confounding variables and have been very mixed; with some providing evidence that supports co-op and others providing evidence that does not. Little work has been done to estimate the costs associated with running co-op programs. This thesis considered the research question of what is the added value of a cooperative education program. A positivistic paradigm was adopted and empirical measures of learning and employment outcomes were analyzed for co-op compared to non co-op students and graduates. The graduates taking part in the study were matched in an effort to overcome some of the methodological limitations of other studies. The majority of the graduates had completed an Economics, Finance or Commerce degree at one of two major universities located in Melbourne, Australia: one university provides a compulsory co-op program, the other does not. Through the analysis of the learning outcomes of co-op, this study found that co-op led to a reduction in the proportion of students adopting a surface approach to learning. The shift from students adopting a surface approach to students adopting a deep approach to learning as a result of co-op, was not evidenced as strongly as expected. This may have resulted in part, from the lack of funding necessary to provide the level of learning support required to bring about these learning outcomes. There is, however, evidence to suggest that co-op has a significant impact on the academic performance of students and particularly for those whose academic performance pre co-op was low. When employment outcomes for co-op graduates and non co-op graduates were analyzed, it was evident that 90% of co-op graduates, compared to only 19% of non co-op graduates, found discipline-related employment within one month of actively seeking a job. Furthermore, co-op graduates took an average of two weeks to find employment whereas non co-op graduates, with no undergraduate discipline-related work experience, took an average of three-and-a-half months. There is evidence that employers recognized, through increased salaries, the benefit of the co-op year over and above the experience that can be gained from summer placements, traineeships and post co-op discipline-related work. While the starting salary for co-op graduates, was significantly higher than for non co-op graduates, this difference disappeared when both cohorts had the same number of years of industry experience. Even though this result, which is consistent with other studies, appeared not to demonstrate the increased salary advantages associated with co-op, there is another factor that needed to be taken into consideration. The co-op graduates in this study had a range of academic achievements yet their graduate employment outcomes were at least the same as those for the non co-op graduates who were all high academic achievers. The impact that co-op has on the achievement of relevant strategic goals and key performance indicators specified by the co-op university was considered and an estimation was also undertaken of the cost of providing this co-op program over and above the government funding received for its support. It was found that while the co-op program attracted students with the same university entry score as the non co-op program, the non co-op graduates would, with hindsight, have chosen a co-op degree. This suggests that the pool of quality students applying for entry into the university offering co-op programs could be increased with more effective marketing of co-op to secondary school-leavers. Academic progression rates and retention rates, two university key performance indicators, were high for co-op students and co-op was a significant factor in achieving the university objective of graduate employability. While co-op has had a significant impact on the achievement of relevant university goals, it was also found that the university that offers co-op incurs a funding shortfall of approximately $1,300 for every Economics and Finance co-op student. This amounted to a total funding shortfall of $41,600 for the 32 co-op students included in this study. One option that is available to the university to find support for the long-term financial sustainability of co-op programs is to seek a share of the significant cost savings experienced by the two other major stakeholders in a co-op program - the government and the employers of co-op graduates. The estimated savings in graduate recruitment costs as a result of co-op students returning to companies as graduate recruits varied from $1,100 to $3,000 per graduate. This resulted in a total saving of between $19,000 and $51,000 for the 17 Economics and Finance students in this study who returned to their co-op companies as graduate recruits. The impact of co-op on social welfare payments made by the government was also quite significant. It was estimated that co-op led to savings of approximately $15,000 in social welfare payments for every co-op graduate - the total social welfare payments made to all the non co-op graduates being $147,000 higher than the total social welfare payments paid to the co-op graduates included in this study. To achieve these benefits of co-op, the government funds co-op programs at a rate of $1,800 per student. For the 800 RMIT Business students who currently undertake co-op each year, the funding shortfall experienced by RMIT was extrapolated to be $1.04m. The associated saving to graduate employers was estimated to be between $500,000 and $1.37m and the expected saving to the government in social welfare payments was estimated to be over $4m while the total funding of co-op programs for the 800 students by the government was $1.44m. These figures provide a strong case for an increase in the financial support of co-op programs. In conclusion, while there is a need to extend the research into the added benefits of a cooperative education program to a longitudinal study also covering other discipline areas, there is evidence to show that improved academic and employment outcomes occur for co-op graduates compared to non co-op graduates. There is also evidence of significant cost savings that accrue to the Australian Federal Government and to graduate employers as a result of co-op. If these data can be used to transfer resources to the universities that provide these programs then greater efforts can be made to direct the resources in a way that will further enhance the learning and the employment outcomes for co-op graduates.

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Bates, Merrelyn, and n/a. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060112.141825.

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Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.

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Bates, Merrelyn. "Just Practice? Towards a Theory of Professional Education That Uses the Workplace as Context." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367421.

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Universities are becoming more accountable for their own funding and for establishing their own societal relevance. As Governments respond to the demands of industry and commerce to fit graduates for the workplace, universities are being asked to provide students with the knowledge and skills for learning and working in an ever-changing workplace. There is a strong implication here that the traditional theory-based learning associated with higher education needs to be augmented (and complemented) by an experiential component that enables students to develop a 'feel' for the workplace and 'an instinct' for what they are likely to be doing when they are working. Demands for such a change are not only coming from industry: students are asking that their university programs be made more 'relevant' to the reality of work rather than merely for the next step in the higher education ladder which requires the 'skills of research'. Recently there has been a strong move throughout the western world towards 'cooperative education' or 'work-integrated education'. Local initiatives at individual institutions are beginning to emphasise the importance of universities developing more symbiotic relationships with the industries in which their graduates are likely to be employed. In Australia, Griffith University has, for example, set up through its Griffith Institute of Higher Education (GIHE) The Griffith Graduate Project, which is attempting to develop an institution-wide policy in this area so that a concerted and coordinated response can be made. As convenor of a Griffith University workplace-based experiential course in the School of Criminology and Criminal Justice, I find this study has provided an opportunity to examine the key determinants of success for a workplace-based course and to consider in detail the teaching and learning processes involved. The aim was to examine the fine-grained processes underlying the construction of new knowledge as students accommodate to the demands placed upon them. The methodology adopted was based on an interpretive constructivist paradigm and addressed a number of questions that considered the roles of the different stakeholders in a specific workplace-based course, the formal and informal expectations held of them, and the role-conflicts these stakeholders tended to experience. This meant that the basic process followed was inductive rather than deductive, worked from the specific to the general and required a methodology that did the same. Because the nature of the work in criminal justice agencies often must deal with feelings and emotion, it was assumed that the students' emotional responses could affect their learning so the methodology allowed for the subjective interpretations and responses (both appropriate and inappropriate) made by all stakeholders and the data was collected as verbatim reports of both factual reports and feeling responses. These were then analysed according to the students' own reports of learning and key principles of procedure for the design and implementation of such courses across the career spectrum were extracted. The values and approaches of action research were central to the responsive case study methodology that was developed. The study found that at its best, the course was conducted according to principles that enabled the student to experience an intuitive 'felt reality' while still making decisions on a strong cognitive base. The acquisition of knowledge appeared to depend on transactions that occurred between teacher and learner, supervisor and student in the workplace milieu. The thesis concludes with a number of recommendations and implications for developing best practice in the field. Ways in which the findings may be incorporated into university policy are also considered, as are the implications for change in the design, conduct and teaching of university professional studies courses.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
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Munn, Sunny Lynne. "Developing a Work-Life System Using Types of Organizational Culture: An Integrated Perspective of Individuals, Organizations and Policy." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343792169.

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Jacobs, H., and V. N. Teise. "The roles of work-integrated learning in achieving critical cross-field outcomes in a hospitality management programme." Journal for New Generation Sciences, Vol 12, Issue 1: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/653.

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Published Article
Work-Integrated Learning (WIL) is a form of Experiential Learning (EL) which implies learning by experience. This article represents the findings of a study regarding the roles of WIL and how such roles can be quantified when measured against the achievement of Critical Cross-Field Outcomes (CCFOs). The study was based on an empirical mixed-method triangulation, which allowed the researchers to use both qualitative and quantitative methods to address the research problem. The sample size is 35, constituting the third and fourth-year groups in the Hospitality Management programme at a higher education institution in South Africa. The results of the quantitative study indicate that the students have identified various roles for WIL whereas the quantitative investigation revealed that students are of the opinion that WIL contributes significantly towards the achievement of CCFOs. WIL therefore contributes to skills development in general and to the attainment of skills and attributes as represented by the CCFOs in particular. Recommendations regarding the implications of the study are made for curriculation purposes as well as for credit values to be attached to WIL.

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Seager, Beverley. "Work-integrated learning assessment methods for hospitality students at a university of technology in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2745.

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Thesis (MTech (Tourism and Hospitality Management) --Cape Peninsula University of Technology, 2018.
A key focus of higher education institutions is to produce employable graduates. Many institutions now include a work-integrated learning (WIL) component in their courses, as research has shown that students exposed to WIL have a greater opportunity of finding employment after graduation. WIL has formed an integral part of the hospitality management qualifications offered by the Cape Town Hotel School (CTHS) for many years. From January 2019, the current hospitality management qualification is being replaced with a new qualification, the Diploma in Hospitality and Hotel Management (Dip.H&HM), in alignment with the new Higher Education Qualifications Sub-Framework (HEQSF). The WIL component will remain in the new qualification under a new name, Hotel Practice, and it is necessary that the learning outcomes of the WIL subject are aligned with the day-to-day work of the WIL placement. Furthermore, it is crucial that the WIL component is assessed adequately to meet the learning outcomes of both the subject and the qualification as a whole. There has been some concern that students exposed to WIL for the qualification as presently offered are not being adequately assessed in terms of the learning outcomes of the courses they are taking. The aim of this study is therefore to investigate the assessment procedures for CTHS students recently on WIL placements, and from the results, determine the most appropriate assessment tools and procedures for the assessment of the new qualification, in order to meet the learning outcomes of the subject, Hotel Practice. The population for this study were the CTHS students registered for the WIL subject in 2017, as well as the hospitality establishments in the Western Cape that accepted the CTHS students for their WIL placements. Because the population of students was small, the sample group was the whole population. The sampling technique used for selection of hospitality establishments depended on which establishments that accepted students for WIL placements in 2017. The data was collected via an online survey and all responses were anonymous. The findings showed that only half of the student sample felt that they were assessed adequately, and that a new assessment process to encourage formative assessment feedback is required. A revised assessment form would encourage the monitoring of the learning outcomes for the WIL subject. The study therefore recommends the implementation of a new assessment form for the Dip. H&HM.

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Jones, Jeela. "Anglers, Warriors, and Acrobats: The Journey of Learning in Cooperative Education." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24192.

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Each year, students who are newly enrolled in the University of Ottawa Cooperative Education Programs prepare for their first co-op work terms. In this period of pre-employment, students ask themselves important questions like, “What do I have to do to get a job?” and “What do I want to be?” As a co-op practitioner I am exposed to students’ experiences and the dilemmas they face but I still wondered what was hidden from my view and outside of my understanding. Thus, during one-on-one interviews that occurred prior to their first co-op work terms, six co-op students shared the photographs and stories of their co-op experiences with me and I shared my photographs and stories with them. Goffman’s (1959) theory of dramaturgy provided the theoretical framework to present, interpret, and understand the words and pictures that emerged from these interviews. What resulted were dramas, narratives, and allegories: six participant descriptions written as mini-biographies, verbatim transcripts prepared as a reader’s theatre script, and a set of five themes composed with vivid symbolism. The five metaphoric themes of co-op student experience are (a) journey, (b) circus, (c) metamorphosing, (d) anglers at sea, and (e) warriors. Taken together, what emerged was a deeper seeing and a richer understanding of what’s “really going on” in the time prior to students’ first co-op work terms (Goffman, 1974, p. 8) particularly with regards to legitimate peripheral participation, reflection, and experiential learning.

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Xu, Jia. "Implementation of workplace learning in the accountancy schools of Australian universities." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84346/1/Jia_Xu_Thesis.pdf.

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This exploratory study seeks to further our understanding of Work-Integrated Learning (WIL) programs in the Accountancy schools of Australian universities. It emphasises the significance of the role of the university in monitoring and administrating these programs. The study uses a qualitative method with mainly open-ended questions via an online questionnaire. The responses from senior accounting academic decision-makers identified the major forms of WIL used and the most challenging issues. WIL is perceived to be an important program that should be included in degree courses, and strong efforts should be made to overcome the challenges involved in conducting such a program.

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Leal, Neto Alberto Alvaro Vasconcelos. "A educação profissional integrada ao ensino médio no Governo Lula: uma análise à luz da categoria trabalho." reponame:Repositório Institucional da UFBA, 2010. http://www.repositorio.ufba.br/ri/handle/ri/10179.

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Esta dissertação analisa a trajetória de objetivação da proposta de educação profissional integrada ao ensino médio no Governo do presidente Lula da Silva – no período de janeiro de 2003 a dezembro de 2008 – à luz da categoria trabalho. Partindo da revisão da literatura pertinente às áreas de Filosofia, Sociologia e Economia do Trabalho, juntamente com a produção acadêmica realizada por pesquisadores da área de Trabalho e Educação, destacamos a centralidade dessa categoria ao longo da história humana e como têm sido realizadas as conexões entre Trabalho e Educação no interior da escola de nível médio, com ênfase para a sociedade capitalista, hoje hegemônica. Em seguida, a partir da análise dos documentos oficiais, (leis, decretos, documento-base, etc.) que fundamentam e dão base jurídico-institucional para a materialização da proposta de educação profissional integrada ao ensino médio, nos seis anos do governo Lula, sinalizamos as possibilidades e os limites de efetivação dessa proposta, tendo em vista o legado deixado pelo Governo Fernando Henrique Cardoso (FHC) e as medidas até então adotadas em prol da integração entre formação básica e formação específica. Por fim, ao realizamos uma síntese da trajetória dessa modalidade de educação, verificamos que apesar do discurso e de algumas ações favoráveis a integração entre educação profissional e ensino médio, a objetivação dessa política pública no Governo Lula processa-se mediante um percurso ambíguo, marcado pelos antagonismos de classe, e que em sua essência não conseguiu modificar o horizonte produzido pela reforma educacional brasileira empreendida a partir da década de 1990.
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van, Niekerk Johan. "An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2395.

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Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.
Economic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.

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Smouse, Mongezi Raymond. "Experiences of managers at supervising work integrated learning students in selected financial services organisation in the Western Cape, South Africa." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2784.

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Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018.
In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.

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Kiss, Eszter Katalin. "International Undergraduate Business Students' Perceptions of Employability." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/384295.

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This study seeks responses to the following research questions: How do international business students understand employability skills? How do they perceive their employability? How do they perceive the university’s role in enhancing their employability? Graduate employability is a highly contested topic amongst the stakeholders of higher education involved in educating international students including education providers, international students, employers and the government (Gribble, 2015). The responsibility of universities to support students in adapting to employment is also debated. The Australian Government’s strategy to enhance graduate employability is based on three pillars: strengthening Australia’s education system, creating transformative relationships between people, institutions and governments, and competing globally for a solid reputation (Department of Education and Training, 2016). International students, however, need to overcome a number of barriers to be deemed employable. These barriers include lack of workplace skills and experience in an Australian workplace context, shortage of work-integrated learning (WIL) opportunities, and industry reluctance to employ international students. Universities have increasingly introduced WIL opportunities as part of degree programs to more optimally integrate theory with practice. In applied programs such as education, engineering and medicine, practicums are a crucial part of the degree. Increasingly, WIL placements are also being incorporated into business degrees. The literature review of this thesis presents the changing context of higher education in Australia, challenges in business education, and a discussion of employability skills. The Social Cognitive Career Theory (SCCT), with its core concepts of self-efficacy and career efficacy, constitutes the theoretical framework of this study. SCCT considers how academic and career interests are developed, how academic and career choices are formed, and how academic and career successes are achieved. The qualitative, exploratory methodology of the study focusses on international undergraduate business students’ perceptions of their employability and universities’ perceived role in enhancing employability. Using a phenomenographic approach, and purposive sampling, focus group discussions were conducted with all the students in the last of the three year levels of the undergraduate business degree offered at a small urban campus of an Australian university. The business degree program run by the case university caters almost entirely for international students. A survey was designed to collect participants’ demographic data. The key findings of the study included: (1) participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) Chinese participants raised the importance of social skills and networking; (3) students who had previous work experience reported higher perceived levels of work-readiness; (4) curriculum review was needed to ensure inclusion of more practical WIL components in the degree program; and (5) the provision of opportunities where knowledge gained in courses could be applied in professional contexts was considered to be highly desirable. A major limitation of this study was the small sample size. Other limitations are that the data collection took place in a single university and with students in the same year level – the final year of the Bachelor of Business program. The cross-sectional study provided the basis for future longitudinal research on the factors that impact on and promote international students’ perceptions of their employability. The current study aimed to contribute to development of SCCT and the concept of career self-efficacy. The research also made an applied contribution in terms of recommendations for curriculum change within business degrees offered by Australian universities.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Filho, Samuel Brasileiro. "Trabalho, educaÃÃo e reconhecimento: uma investigaÃÃo crÃtica dos pressupostos polÃticos e filosÃficos do ensino tÃcnico integrado." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10244.

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nÃo hÃ
Esta tese propÃe-se a realizar uma investigaÃÃo crÃtica sobre os pressupostos filosÃficos e polÃticos que orientam a concepÃÃo de formaÃÃo integrada e como estes sÃo apropriados pelos docentes em suas prÃxis pedagÃgicas, objetivando explorar uma alternativa crÃtica Ã concepÃÃo de formaÃÃo integrada que emerge da tradiÃÃo marxista, com a intenÃÃo de contribuir para a ampliaÃÃo do espectro investigativo desta temÃtica. Adicionalmente, apresentam-se algumas indicaÃÃes para sua melhoria qualitativa, com vista Ã contribuiÃÃo para a efetivaÃÃo de uma prÃtica formativa integrada. Do ponto de vista metodolÃgico, esta pesquisa Ã uma investigaÃÃo qualitativa, que adota um enfoque multirreferencial, envolvendo a articulaÃÃo de uma pesquisa exploratÃria histÃrico-crÃtica sobre o domÃnio associado Ã problemÃtica da formaÃÃo integrada e de seus pressupostos e realizando um estudo teÃrico sobre as bases da Teoria CrÃtica de Axel Honneth com a intenÃÃo de explorar potenciais contribuiÃÃes da Teoria do Reconhecimento para o alargamento reflexivo da formaÃÃo integrada.Complementarmente a esta pesquisa teÃrica, realiza-se a um estudo de campo de natureza instrumental, como estratÃgia de aproximaÃÃo com o real da formaÃÃo integrada, mediante o desenvolvimento de uma anÃlise contrastiva das narrativas da formaÃÃo integrada expressas na narrativa oficial do MEC e nas narrativas orais dos professores do Instituto Federal do CearÃ â IFCE. Os resultados obtidos com nossa pesquisa revelam que o instrumental analÃtico da Teoria CrÃtica de Axel Honneth tem grande potencial para a efetivaÃÃo da prÃtica educativa integrada, que nÃo seja meramente utÃpica, possibilitando a ampliaÃÃo da matriz categorial da formaÃÃo integrada pelo acoplamento estrutural entre o trabalho e o reconhecimento, bem como pela inserÃÃo do pressuposto Ãtico-moral do reconhecimento na base dos princÃpios da formaÃÃo integrada, como condiÃÃo necessÃria para a integraÃÃo.
This thesis intents to make a critical investigation about the philosophical and political principles that direct the conception of integrated education and how teachers appropriated these orientations in his pedagogical practice, with the purpose to explore a critical alternative to this educational conception that emerges from the marxist tradition and to contribute to the enlargement of the research spectrum of this thematic, as well as to present some indications to qualitative improvement on the implementation of a real integrated educational practices. From the methodological approach, this research is a qualitative investigation that use a multiple referential approach trough the articulation of an exploratory historical and critical research about the associated field to the problematic of integrated education, complemented with a theorical study about Axel Honnthâs critical theory foundations, exploring his potential contributions to increase reflexive approach of the integrated education. Additionally, to these theorical studies, we make a field research as strategy to bring closer with the reality of integrated education, trough the development of a narrative analysis contrasting its official narrative with the narratives produced by the teachers of Federal Institute of CearÃ â IFCE. The results of this research reveals the great importance of the critical theorical approach proposed by Honneth to develop an effective educational integrated practice, as not an utopist proposition, improving the enlargement of the categorical matrix of the integrated education by the structural connection between work and recognition and by introduction of the ethical-moral principle of recognition on the bases of the integrated education as a necessary condition the realization of a integrated educational practice.

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Caldeira, Beatriz Martins de Jesus Machado. "Building information modeling." Master's thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2018. http://hdl.handle.net/10400.5/18054.

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Dissertação de Mestrado Integrado em Arquitetura, com a especialização em Arquitetura apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Mestre.
O Building Information Modeling (BIM) é considerado como o mais recente paradigma a adotar no exercício da Arquitetura, Engenharias e Construção (AEC) e Design. Um método de trabalho destacado como a aptidão a ter no futuro do setor mundial, onde todas as suas fases e dimensões validam o espírito de colaboração, partilha de informação, interajuda e otimização. Sendo já aplicado em diversos países como cariz obrigatório na profissão, desde 2016 como os Estados Unidos, Reino Unido e Singapura, a visão mundial a cerca desta ferramenta no ensino é ainda bastante elementar comparativamente com as suas imensas potencialidades, principalmente em Portugal. Ciente de que um profissional adquire conhecimentos e competências fulcrais à profissão numa fase anterior a este estatuto é de interesse geral que as habilitações que se adquirem com a metodologia BIM sejam ensinadas no curso de Arquitetura. Porém tal importância não se verifica, tendo como resultado um curso desajustado das novas necessidades da profissão. Perante o problema apresentado surgiu a motivação para o desenvolvimento de uma dissertação que apostasse numa proposta de um modelo curricular para o curso de Mestrado Integrado em Arquitetura que incorpore o Building Information Modeling.
ABSTRACT: The Building Information Modeling (BIM) it’s considered as the latest paradigm to be adopted in the exercise of Architecture, Engeneering, and Construction (AEC) and Design. A working method model highlighted as the ability to have in the future of the global sector, where all of its fases and dimensions validate the spirit of colaboration, sharing of information, mutual aid and optimization. Having already been aplied in several countries as required in the profession, since 2016 like the United States, United Kingdom and Singapore, the world vision about this tool in education it’s rader elementary compared to its immense potentialities, mainly in Portugal. Aware that a professional acquires knowledge and core competencies at a stage prior to this status is of general interest that the qualifications that are acquired with the BIM methodology are taught in the Architecture course. But such importance is not verified, resulting in a misfiting course face of the new needs of the profession. Faced with the presented problem, the motivation rised for the development of a dissertation that focused on a proposal of a curricular model for the Mestrado Integrado em Arquitetura course that incorporate Building Information Modeling.
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Petersson, Jessica. "Att stödja vuxnas lärande : En observationsstudie kring stöd inom svensk vuxenutbildning." Thesis, Högskolan Väst, Avd för socialpedagogik och sociologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8247.

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Syftet med att genom deltagande observationer studera stöd inom en svensk vuxenutbildningsverksamhet var att sätta stöd i vuxnas lärande på dagordningen och kommunicera vikten av ett inkluderande arbetssätt för lärande. Arbetssätt som bygger på en synergistisk samverkan mellan miljö och pedagogik. Resultatet visar att det finns utvecklingspotential i verksamheten genom att öka och bredda det kollegiala lärandet, samarbete kring eleverna samt tydliggöra stödet som en röd tråd i verksamhetens olika delar. Det kan till exempel handla om att redan vid ansökan låta eleverna delge sina behov av, eller misstanke om behov av stöd. Vidare vid antagning låta eleverna möta lärare för kartläggning och låta utbildningen genomsyras av studieteknik individuella möjligheter till anpassningar. Därtill återfanns behov av tydlig kommunikation kring struktur och rutiner där det klart definieras vem som gör vad, hur och varför.
The purpose of conducting participating observations within a Swedish adult education was to put the support in the learning of adults on the agenda. Also, it concerned the importance of an inclusive way of working for learning. This is a way of working which is based on a synergistic cooperation between environment and pedagogy. The result shows that there is a potential for development within the organization through increasing and broadening the learning among and between colleagues. Moreover it is about cooperation in the work with the students whereas it is important to make the support visible as a red thread through the organizational work. For example, the students already in their applications be able to acknowledge needs or suspected needs of support in learning. At admittance, students can meet teachers for mapping their situation and thereafter let the education be permeated by study techniques and individual possibilities for adjustments. Furthermore, the results showed need for distinct communication regarding structure and routines in which it is clearly stated who does what, how and why.

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Garcia, Julio Cezar. "O ENSINO MÉDIO INTEGRADO NO INSTITUTO FEDERAL GOIANO: A PERCEPÇÃO DE PROFESSORES SOBRE OS DESAFIOS E POSSIBILIDADES PARA A CONSOLIDAÇÃO DA FORMAÇÃO HUMANA INTEGRAL." Pontifícia Universidade Católica de Goiás, 2017. http://tede2.pucgoias.edu.br:8080/handle/tede/3849.

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The present study, conceived in the Post-Graduation Program in Education of PUC - Goiás, in the Line of Research "State, Policies and Educational Institutions", had as object of research the Integrated High School (EMI). This modality of teaching presents itself as a possibility of emancipatory education capable of transforming the lives of thousands of young people and adolescents assuming the possibility of an integral and omnilateral formation of the human being. The general objective of this work was to identify and analyze the teachers' perception about the design of the EMI in the Federal Goiano Institute, having this institution as the locus of the research and its teachers as subjects. In its methodological course the principles of the qualitative research were adopted having as investigative referential the dialectical historical materialism. In the techniques for data collection, questionnaires were applied to the 630 teachers of the institution where the return of 149 responses was obtained. Another technique used was documentary analysis through the examination of the PPCs of the integrated technical courses of informatics and agriculture. In the elaboration of the theoretical reference, the study started from the analysis of work as a creative activity of man and as the central category of the process of its humanization, in order to understand how the transformation of the biological being into social being occurs through the mediation of work with nature. We were also interested in understanding how the capitalist mode of production transforms the creativity of work through a process that involves the relation between things, with predominance of the object over the subject. Polytechnic education is also discussed as the possibility of breaking school as an instrument of alienation of man by the new social relations of production imposed by capitalism. The historical elements that determined the educational policies regarding professional education and its relationship with society in the historical context of Brazilian education and the presentation of the general guidelines that guided the Professional Education Reforms undertaken by the governments FHC and Lula are analyzed, focusing, in particular , which implied the structural separation between high school and technical education, revealing the historical, political and social process in which they were built. The results found regarding the teachers' perception about the EMI indicated that there is, for the most part, an ignorance of the principles and foundations that govern this modality of teaching, prevailing still a vision of training for the labor market to the detriment of an omnilateral formation , indicating the necessary continuing education of teachers. It is emphasized in the research findings that the consolidation of an integral human formation involves questions that pervade the institution's pedagogical organization, involving political, economic and social impasses characteristic of a class-divided society and which are challenges to be faced for the establishment of an omnilateral educational proposal as a "crossing" to an equitable society that breaks with the logic of the capitalist system.
O presente estudo, concebido no Programa de Pós-graduação em Educação da PUC – Goiás, na Linha de Pesquisa “Estado, Políticas e Instituições Educacionais”, teve como objeto de pesquisa o Ensino Médio Integrado (EMI). Tal modalidade de ensino apresenta-se como uma possibilidade de uma educação emancipatória capaz de transformar as vidas de milhares de jovens e adolescentes, assumindo a possibilidade de uma formação integral e omnilateral do ser humano. O objetivo geral do trabalho foi identificar e analisar a percepção dos professores sobre a concepção do EMI no Instituto Federal Goiano tendo essa instituição como o lócus da pesquisa e seus professores como sujeitos. Em seu percurso metodológico adotou-se os princípios da pesquisa qualitativa tendo como referencial investigativo o materialismo histórico dialético. Nas técnicas para coleta de dados, foram aplicados questionários aos 630 professores da instituição pesquisada, tendo obtido o retorno de 149 respostas. Outra técnica utilizada foi análise documental por meio do exame dos PPCs dos cursos técnicos integrados de informática e agropecuária. Na elaboração do referencial teórico, o estudo partiu da análise do trabalho como atividade criativa do homem e como categoria central do processo de sua humanização, de modo a compreender como ocorre a transformação do ser biológico em ser social, pela mediação do trabalho com a natureza. Interessou-nos, ainda, perceber como o modo de produção capitalista transforma a criatividade do trabalho por meio de um processo que envolve a relação entre as coisas, com predomínio do objeto sobre o sujeito. Discute-se ainda a educação politécnica como possibilidade de rompimento da escola como instrumento de alienação do homem pelas novas relações sociais de produção impostas pelo capitalismo. São analisados os elementos históricos que determinaram as políticas educacionais referentes ao ensino profissional e sua relação com a sociedade no contexto histórico da educação brasileira e apresentação das linhas gerais que orientaram as Reformas da Educação Profissional, empreendidas pelos governos FHC e Lula, enfocando, em particular, as que implicaram separação estrutural entre o ensino médio e o técnico, revelando o processo histórico, político e social nas quais foram construídas. Os resultados encontrados quanto à percepção dos professores sobre o EMI, indicaram que há, na sua maioria, um desconhecimento dos princípios e fundamentos que regem essa modalidade de ensino, prevalecendo ainda uma visão de formação para o mercado de trabalho em detrimento a uma formação omnilateral, indicando a necessária formação continuada dos docentes. Ressalta-se nos achados da pesquisa, que a consolidação de uma formação humana integral envolve questões que perpassam a organização pedagógica da instituição, envolvendo impasses políticos, econômicos e sociais próprios de uma sociedade cindida em classes e que são desafios a serem enfrentados para o estabelecimento de uma proposta educacional omnilateral enquanto “travessia” para uma sociedade equânime que rompa com a lógica do sistema capitalista.

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Rajibussalim. "The impact of industry-based learning programs on science, technology, engineering and mathematics students: A case study of Indonesian higher education." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108771/1/_Rajibussalim_Thesis.pdf.

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This thesis examines the impact of Industry-Based Learning programs on Science, Technology, Engineering and Mathematics (STEM) undergraduate students at Higher Education institution in Indonesia. The industry-based learning programs are commonly implemented under a bigger umbrella of University-Industry Collaboration. This research utilising a qualitative approach and adopting the case study method to capture the perceptions and real-life experience of the respondents.

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Pedrosa, Elinete Maria Pinto. "IMPLICAÇÕES DO ENSINO MÉDIO INTEGRADO PARA A FORMAÇÃO DO TRABALHADOR: uma análise no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão IFMA Campus São Luís Monte Castelo." Universidade Federal do Maranhão, 2013. http://tedebc.ufma.br:8080/jspui/handle/tede/256.

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In this work, we investigate the implications of the "Ensino Médio Integrado" to worker formation, in one analisis at Instituto Federal de Educação, Ciência e Tecnologia do Maranhão- IFMA , Campus São Luís Monte Castelo.The object of study is the Technical Course on Computer Integrated high school.Thus, secondary and vocational education in Brazil since the first state initiatives, has been characterized by a structural duality, constituting two networks of differentiated teaching, one focused on general training and the other for professional.The Law of Guidelines and Bases of National Education Law No. 9.394/1996, enacted in a context marked by the correlation of forces, paved the way for high school reform and professional,signaling for a type of training aligned to the prescriptions of neoliberal ideological current.Decree No. 5.154/2004, which revoked Decree 2.208/1997, brought the possibility of the integration of vocational education to high school,based on a single curriculum proposal that, in an integrated manner, assure the fulfillment of the objectives established for general education and the preparation conditions for the exercise of technical professions.In this context, we investigated the challenges and prospects for achieving the goals of integrated training and that implications have brought to worker training.The objective was to analyze the implications and explicit elements that hinder the realization of this proposal.We as a theoretical contributions of Marx (1983.1992), Engels (1983), Gramsci (1991, 1995, 2001), Pistrak (1981),Frigotto (1988, 1998, 2001, 2005, 2006), Kuenzer (2000, 2001, 2002, 2005), Ciavatta (2005), Ramos (2002, 2005), among others. The locus of The study as the campus IFMA - São Luís Monte Castelo.The research subjects were teachers and students from the Technical Course on Computer Integrated.Used as instrument to collect data open and closed questionnaires.It was found in the analysis of data from the object of our study, the Technical Course in Computing,the Secondary Campus Integrated IFMA Monte Castelo São Luís is not forming to work and yes,preparing students for ENEM where they target a graduation,where they target a graduation, mostly to medical school or law school.Then one realizes that the proposed integration of the mentioned course can be more effective for education be understood coherently, where young people can have access to the domain knowledge that may allow a cognitive training and development,beyond a critical view of reality that is called, including to combat it.
Neste trabalho, investigam-se as implicações do Ensino Médio Integrado para a formação do trabalhador, em uma análise no Instituto Federal de Educação, Ciência e Tecnologia do Maranhão IFMA, Campus São Luís Monte Castelo. O objeto de estudo é o Curso Técnico em Informática Integrado ao Ensino Médio. Assim, o ensino médio e profissional no Brasil, desde as primeiras iniciativas estatais, tem se caracterizado por uma dualidade estrutural, constituindo duas redes de ensino diferenciadas, uma voltada para a formação geral e outra para a profissional. A Lei de Diretrizes e Bases da Educação Nacional, Lei nº 9.394/1996, promulgada em um contexto marcado pela correlação de forças contrárias, abriu espaço para a reforma do ensino médio e profissional, sinalizando para um tipo de formação profissional alinhada ao receituário da corrente ideológica neoliberal. O Decreto nº 5.154/2004, que revogou o Decreto nº 2.208/1997, trouxe a possibilidade da integração da educação profissional ao ensino médio, com base em uma proposta curricular única que, de forma integrada, assegurasse o cumprimento das finalidades estabelecidas para a formação geral e as condições de preparação para o exercício das profissões técnicas. Neste contexto, foram investigados os desafios e as perspectivas para o cumprimento dos objetivos da formação integrada e que implicações têm trazido para a formação do trabalhador. O objetivo foi analisar essas implicações e explicitar que elementos obstaculizam a concretização dessa proposta. Tivemos como referencial teórico as contribuições de Marx (1983,1992), Engels (1983), Gramsci (1991, 1995, 2001), Pistrak (1981), Frigotto (1988, 1998, 2001, 2005, 2006), Kuenzer (2000, 2001, 2002, 2005), Ciavatta (2005), Ramos (2002, 2005), dentre outros. O locus de estudo foi o IFMA Campus São Luís Monte Castelo. Os sujeitos da investigação foram professores e alunos do Curso Técnico em Informática Integrado. Utilizamos como instrumento de coleta de dados questionários abertos e fechados. Constatou-se, na análise dos dados, a partir do nosso objeto de estudo, o Curso Técnico em Informática, que o Ensino Médio Integrado do IFMA Campus São Luís Monte Castelo não está formando para o trabalho e sim, preparando os alunos para o ENEM, onde os mesmos almejam uma graduação, em sua maioria, para o Curso de Medicina ou o Curso de Direito. Percebe-se, então, que a proposta de integração do referido Curso pode ser mais eficaz para a educação, se compreendido de forma coerente, onde os jovens poderão ter acesso ao domínio dos conhecimentos que possam permitir um desenvolvimento cognitivo e formativo, além de uma visão crítica da realidade que está posta, inclusive para combatê-la.

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Rosa, Silvia. "RELAÇÃO ENTRE EDUCAÇÃO E TRABALHO NO CURSO TÉCNICO EM AGROPECUÁRIA INTEGRADO AO ENSINO MÉDIO." Pontifícia Universidade Católica de Goiás, 2015. http://localhost:8080/tede/handle/tede/1145.

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The contemporary social context has sparked an education that enables students, albeit general, access to knowledge focused on the world of work, with the aim of establishing links between productive and educational processes. Thus, the transformation of socioeconomic order, lived in the framework of capitalist society of neoliberal strain, require that education incorporates, increasingly, new ways of approaching instruction developed in the school environment. What is sought is to expand and diversify the provision of education, enabling professional training in tune with the surrounding socioeconomic reality, that stands for polyvalent workers, exploited to fit the flexible production process. At this conjuncture, this study aims to understand how the relationship between education and work in the Technical Course in Agriculture integrated at the high school is understood and worked by teachers. The research is guided on the socio-historical approach, sedimented in referential of dialectical historical materialism, from the perspective of understanding how the relationship between education and work is expressed and experienced in the Federal Institute Goiano - campus Morrinhos, especially in the referenced course, and the various spaces that compose the institution, among which prioritized the secretarial of school records, library and teacher rooms. The data collection technique consisted of systematic observations, guided by script, and recorded in a field diary; semistructured interviews with teachers; and consults in the school documents and educational legislation. The use of these methodological procedures has focused on the discussion of situations and revealing manifestations of the relationship between education and work in the researched course, expressed through physical, institutional and educational organization of the educational institution, the profile of the students who completed the study course in the period of 2008-2014, printed materials used, teachers who work in this course, and school documents and educational legislation. In effecting of this study, it was discussed about education, school, work, man, integrated high school, work and education organization, society, function of education and integral formation. To this end, had to support in theoretical as Manacorda (2010), Enguita (1989, 1993), Marx (1977), Mészáros (2008), Sousa Junior (2010, 2013), Pinto (2010), Lombardi (2011), Kuenzer (2009), Frigotto (2010), Frigotto; Ciavatta; Ramos (2005, 2010), and others. The analysis of the relationship between education and work in the Technical Course in Agricultural Integrated at the High School allowed understand that in the current phase of capitalist development, this relationship is elementary and inevitable in the training process. It is, therefore, an issue that goes beyond the school setting due to the fact to be determined by the socioeconomic context, which gives the educational institution the function of forming workers to work in the labor market, which is diverse, competitive and flexible. The interviews with three teachers revealed that the course presents duality formative between general education (high school) and professional education (technical education). Thus, in addition to the course consist of these two types of education, there is a relationship between education and work in technical education, which aims to train the workforce to the market. In the reports of teachers it was noted that the relationship between education and work of technical education occurs in school activities that seek to link theory and practice in technical disciplines, namely: practical classes, technical visits and supervised training mandatory, among others. In all these cases, the knowledge taught in class can be applied in professional activities related to the area of technical training of the student.
O contexto social contemporâneo tem suscitado uma educação que possibilita aos alunos o acesso, ainda que geral, a conhecimentos voltados para o mundo do trabalho, com o intuito de estabelecer vínculo entre processos produtivos e educativos. Assim, as transformações de ordem socioeconômica, vividas no âmbito da sociedade capitalista de cunho neoliberal, demandam que a educação incorpore, de forma crescente, novas formas de abordar o ensino desenvolvido no ambiente escolar. O que se busca é ampliar e diversificar a oferta de educação, possibilitando formação profissional sintonizada com a realidade socioeconômica circundante, que prima por trabalhadores polivalentes, instrumentalizados para se ajustarem ao processo de produção flexível. Nessa conjuntura, o presente trabalho tem como propósito compreender como a relação entre educação e trabalho no Curso Técnico em Agropecuária Integrado ao Ensino Médio é entendida e trabalhada pelos docentes. A pesquisa pauta-se na abordagem sócio-histórica, sedimentada nos referenciais do materialismo histórico dialético, na perspectiva de entender como a relação entre educação e trabalho é expressa e vivenciada no Instituto Federal Goiano - câmpus Morrinhos, especialmente no curso referenciado, e nos vários espaços que compõem a instituição, dentre os quais se priorizou a secretaria de registros escolares, biblioteca e salas de professores. A técnica de coleta de dados constituiu-se de observações sistemáticas, orientadas por roteiro, e registradas em diário de campo; entrevistas semiestruturadas realizadas com docentes; e consulta a documentos escolares e legislações educacionais. A utilização desses procedimentos metodológicos teve como foco a discussão sobre situações e manifestações reveladoras da relação entre educação e trabalho no curso pesquisado, expressas através da organização física, institucional e educacional da instituição de ensino, do perfil dos alunos que concluíram o curso estudado no período de 2008-2014, dos materiais impressos empregados, dos professores que atuam nesse curso, e dos documentos escolares e legislações educacionais. Na efetivação deste estudo, discutiu-se sobre educação, escola, trabalho, homem, ensino médio integrado, organização do trabalho e da educação, sociedade, função da educação e formação integral. Para tanto, teve-se respaldo em teóricos como: Manacorda (2010), Enguita (1989, 1993), Marx (1977), Mészáros (2008), Sousa Junior (2010, 2013), Pinto (2010), Lombardi (2011), Kuenzer (2009), Frigotto (2010), Frigotto; Ciavatta; Ramos. (2005, 2010), e outros. A análise da relação entre educação e trabalho no Curso Técnico em Agropecuária Integrado ao Ensino Médio permitiu entender que, na atual fase de desenvolvimento do capitalismo, essa relação é elementar e inevitável no processo formativo. É, pois, uma questão que extrapola o âmbito escolar devido ao fato de ser determinada pelo contexto socioeconômico, que atribui à instituição de ensino a função de formar trabalhadores para atuarem no mercado de trabalho, que é diversificado, competitivo e flexível. As entrevistas com três docentes revelaram que o curso apresenta dualidade formativa entre educação geral (ensino médio) e educação profissional (ensino técnico). Desse modo, além de o curso ser constituído por esses dois tipos de ensino, há uma relação entre educação e trabalho no ensino técnico, que tem como finalidade formar força de trabalho para o mercado. Nos relatos dos professores constatou-se que a relação entre educação e trabalho do ensino técnico ocorre em atividades escolares que buscam associar teoria e prática nas disciplinas técnicas, a saber: aulas práticas, visitas técnicas e estágio supervisionado obrigatório, dentre outras. Em todos esses casos, os conhecimentos ensinados nas aulas podem ser aplicados em atividades profissionais ligadas à área de formação técnica profissional do aluno.

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Coura, Helena Luiza Oliveira. "A possível integração curricular no Instituto Federal de Educação, Ciência e Tecnologia Baiano: análise do curso técnico em agropecuária." Programa de Pós-Graduação em Educação da UFBA, 2012. http://www.repositorio.ufba.br/ri/handle/ri/9268.

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p. 1-161
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Neste estudo analisamos e discutimos em que medida os princípios da integração curricular estão presentes no IF Baiano, a partir do Curso Técnico em Agropecuária Integrado, ofertado pelo Campus Catu. O Ensino Integrado é considerado uma forma de superar a formação unilateral, restrita e especializada, adotada pelas políticas que orientam o currículo dos cursos da Educação Profissional, desde a época do Brasil Colônia, através das quais é perpetuada a dualidade estrutural entre ensino acadêmico e profissional. Durante o governo de Fernando Henrique Cardoso, com a publicação do Decreto 2.208/1997, houve um grande retrocesso em relação à equivalência entre o Ensino Médio e a Educação Profissional, estabelecida pela Lei nº. 4.024/1961, pois a Educação Profissional passou a ter organização curricular própria e independente do Ensino Médio, referenciada pelos interesses mais imediatos do setor produtivo. Em 2004, já no governo de Luiz Inácio Lula da Silva, o Decreto nº. 2.208/1997 é revogado, após a publicação do Decreto nº. 5.154/2004, que instituiu, como uma das formas de oferta da Educação Profissional, o Ensino Integrado, cuja formação geral (de Nível Médio) e a profissional passam a compor um só currículo. Entretanto, para que essa determinação se reverta na possibilidade concreta da formação omnilateral dos sujeitos, é preciso um projeto curricular que inclua uma metodologia capaz de integrar trabalho, ciência e cultura durante todo o desenvolvimento do curso. A pesquisa que realizamos foi um Estudo de Caso, do tipo exploratória e analítica. Para que o objetivo central dessa pesquisa fosse alcançado, precisamos desdobrá-lo em objetivos intermediários, ou seja: a) examinar se o Projeto Pedagógico do Curso orienta no sentido da integração entre as diversas áreas do conhecimento; b) analisar se existe um planejamento compartilhado entre os docentes do Curso Técnico em Agropecuária Integrado; c) verificar qual é a compreensão dos educadores sobre a concepção de Ensino Integrado e se estes aplicam os seus princípios na sua práxis. Para isso, adotamos os seguintes procedimentos científicos que foram seguidos durante todo o curso desta pesquisa: revisão da literatura, aplicação de questionários com docentes, entrevistas com a Equipe Técnico-Pedagógica e análise do Projeto Pedagógico do Curso de Agropecuária Integrado. A análise e discussão, tanto da pesquisa empírica, como do Projeto Pedagógico do Curso, privilegiaram uma proposta de formação integrada que abrange três dimensões: a formação omnilateral; a que integra o Ensino Médio e Educação Profissional; e a que estabelece relações entre parte e totalidade do conhecimento. Nesse sentido, verificamos que a integração curricular, dentro da concepção esperada, não se verifica no curso analisado, fato evidenciado, sobretudo, pela falta do entendimento dos docentes sobre a proposta do ensino integrado, agravada pela ausência do planejamento compartilhado, o que inviabiliza a realização de atividades integradoras do conhecimento. Em relação à análise do Projeto do Curso Técnico em Agropecuária Integrado, constatamos que este documento não orienta no sentido da integração curricular, tanto pela sua proposta e estruturação, como pela omissão sobre questões metodológicas adequadas a esse propósito.
Salvador

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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.
Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.

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Andersson, Erika. "Ett vårdverksamhetsperspektiv på samverkan i sjuksköterskeprogrammets verksamhetsförlagda utbildning." Thesis, Högskolan Väst, Avdelningen för omvårdnad - avancerad nivå, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12198.

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Society is constantly evolving and changes are taking place, which creates the opportunity to collaborate around several different areas. Working for a work-integrated learning (WIL) could mean that you work structured together with healthcare and college with common goals and collaborative issues. The content of the study deals with healthcare representatives´ perceptions of the importance of collaboration, the possibility of nursing education's vocational education. Method used in the study is qualitative method with focus group interviews. In the study, three focus groups and one interview were interviewed. Interviewees consisted of managers, supervisors and supervisors. The care activities that the informants represented were somatic care in emergency medical care, psychiatric care and home care. A qualitative content analysis was made by the interviews that were themed by interpretation of the interviews. Healthcare representatives wanted a collaborative perspective in various areas, such as development and collaboration of teaching models, assessment and evaluation. Working together with work-integrated learning as a model can be a way of interacting. There is a hope that the healthcare and higher education institutions will find development pathways in the future to ensure the knowledge of nursing students and their future occupational role, as to ensure the quality of care.
Denna studie handlar om vårdverksamhetsföreträdares uppfattning av samverkan i sjuksköterskeprogrammet verksamhetsförlagda utbildning. I studien framkom flera olika önskemål från vårdverksamheternas företrädare om utvecklingsområden för större samverkan. Det framkom att det i dag finns samverkan, men att nuvarande samverkan inte fokuserar mål i utbildningen, gemensam utveckling av pedagogiska modeller eller skapar utbyte av högskolan och vårdverksamheternas verksamheter. Det var inte alltid möjligt att vårdverksamhetsföreträdare kunde ta sig till informationen på högskolan inför studenternas verksamhetsförlagda utbildning. Vårdverksamhetsföreträdarna önskade en samverkansform inom olika områden, så som utveckling och samverkan av handledningsuppdraget, pedagogiska metoder, stöd vid bedömning och behov av utvärdering. Att samverka med arbetsintegrerat lärande som metod kan vara ett sätt att samverka. Att arbeta efter ett arbetsintegrerat lärande innebär att man arbetar strukturerat tillsammans med gemensamma mål och samverkansfrågor. Samtliga parter måste veta hur man arbetar med ett arbetsintegrerat lärande perspektiv. Resultatet av studien gav flera utvecklingsområden. De nuvarande samverkansformerna är viktigt att fortsätta med men en annan form av samverkansträffar önskades där samverkan kan ske tillsammans mellan vårdverksamheternas och högskolans efter dagens rådande kontext. Samhället utvecklas hela tiden och förändringar sker vilket skapar möjlighet att samverka kring flera olika områden. En förhoppning finns att vårdverksamheterna och högskola i framtiden hittar utvecklingsvägar i samverkan för att säkra sjuksköterskestudenternas kunskaper och för sjuksköterskeprogrammets studerande i deras kommande yrkesroll samt för att säkerställa kvaliteten av vård och omsorg.

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Guedes, Fernanda Lopes. "Projeto de vida e a constituição do profissional técnico do IFSULSAP: expectativas de jovens diante de um Projeto de Educação Profissional Integrada." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6254.

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A tese tem como objetivo principal investigar o papel da educação profissional e técnica na relação com os projetos de vida de estudantes dos cursos técnicos integrados do IFSUL, campus Sapucaia do Sul. A pesquisa é de natureza e abordagem qualitativa. Como metodologia para o seu desenvolvimento foi utilizado o método cartográfico na perspectiva apresentada por Kastrup. Para a problematização utilizou-se como referenciais os autores: Saviani, Ciavatta, Frigotto, Ramos, Corrochano. As teorias auxiliaram nas temáticas educação e trabalho, trabalho, jovens e o mundo do trabalho. Na tese fez-se uso de conceitos relacionados ao Ensino Médio Integrado, a dualidade no Ensino Médio e projetos de vida de jovens. Quanto à metodologia para o tratamento e análise de dados, foi utilizada a análise textual discursiva. Para a realização da pesquisa fez-se uso de dispositivos como: oficinas, questionários on-line e entrevistas. Como resultados: os estudantes acreditam que o IFSUL pode auxiliá-los no seu projeto de vida por meio da qualidade de ensino, do corpo docente; os estudantes acreditam que o IFSUL os prepara para o futuro profissional e, essa preparação vai desde a parte técnica até a propedêutica; em todos os Projetos Pedagógicos dos Cursos verifica-se a preocupação com a formação integral dos alunos. Observa-se que a grade dos cursos técnicos de Eventos, Informática e Plásticos foi criada com o objetivo de que houvesse uma interdisciplinaridade em que o aluno seja um cidadão e permite que haja a integração entre o mundo do trabalho e a sociedade.
The main objective of the thesis is to investigate the role of professional and technical education in relation to the life projects of students of the integrated technical courses of IFSUL, Campus Sapucaia do Sul. The research is of a qualitative nature and approach. As a methodology for its development the cartographic method was used in the perspective presented by Kastrup. For the problematization the authors were used as references: Saviani, Ciavatta, Frigotto, Ramos, Corrochano. The references helped in the areas of education and work, work, youth and the world of work. In the thesis was made use of concepts related to integrated secondary education, the duality in high school and life projects of young people. As for the methodology for the treatment and analysis of data, the discursive textual analysis was used. For the accomplishment of the research was made use of devices like: workshops, on-line questionnaires and interviews. As a result: the students believe that IFSUL can help in their project of life through the quality of teaching, of the faculty; The students believe that IFSUL prepares them for the professional future, and this preparation goes from the technical part to the propaedeutic; In all the Course Pedagogical Project of the courses the concern with the integral formation of the students is verified. It is observed that the grade of the technical courses of Events, Informatics and Plastics was created with the objective of having an interdisciplinarity in which the student is a citizen and allows the integration between the world of work and society.

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Ahlqvist, Kerstin. "Speciallärares och studenters syn på handledning och samarbete under verksamhetsförlagd utbildning (VFU) i särskolan." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34339.

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Syftet med denna studie är att synliggöra hur studenter, i speciallärarutbildningen med inriktning utvecklingsstörning, upplever handledningen under sin VFU. Dessutom syftar studien till att få en bild av hur yrkesverksamma speciallärare, i särskolan, ser på samarbetet med högskolan samt få deras syn på handledning av blivande speciallärare. Som metod har en enkätstudie med blivande speciallärare och en intervjustudie med fem verksamma speciallärare på särskolan genomförts. Analysförfarandet utgår från hermeneutisk fenomenologisk ansats med fokus på relationell pedagogik. Analysen utgår från frågorna hur och vad studenterna och intervjupersonerna säger om handledning och samarbete.Resultatet visar att tid till reflektion och bemötande är två viktiga faktorer i handledning. Det har också framkommit att samarbetet kan utvecklas genom att högskolan ger tydligare direktiv gällande mål för studenters VFU och att högskolan får tillgång att forska i skolans verksamhet. Speciallärarna i verksamheten vill få ta del av ny forskning och fortbildning i ett samarbete. Kunskap om speciallärarprofessionen är viktig och när det gäller studenter som läser till speciallärare med inriktning utvecklingsstörning är fördjupade kunskaper om barn på tidig utvecklingsnivå något som behöver utvecklas. En ny yrkesprofession, nämligen förstelärare, är en grupp som eventuellt skulle kunna ha handledning som del i uppdraget, eftersom tre av fem intervjupersoner redan har det uppdraget och är dessutom intresserade av att handleda studenter.Det finns potentiella utvecklingsområden inom VFU i speciallärarutbildningen, inriktning utvecklingsstörning, där kunskap från denna studie kan bidra med att höja kvalitén på VFU:n i speciallärarutbildningen samt att utveckla och sprida kunskap om handledning i VFU, det vill säga hur yrkesteoretisk handledning som studenten möter på sin VFU bör se ut, såväl som vikten av samarbete mellan högskola och särskola. Mer forskning behövs.
The purpose of this study is to make visible how the students, in the special education teacher training program, focusing on intellectual disability, and experience supervision during their “working integration learning” (WIL). In addition, the study aims to get a picture of cooperation between the University and supervising teachers in school for children with intellectual disabilities as well as their views on the supervising of students. The methods employed were a questionnaire with the preparing special education teachers and interviews with five special education teachers at the school who took responsibility for supervision. The analysis upon the theoretical traditions of hermeneutist phenomenology with focus on relational pedagogy with an emphasis on what students and interviewed teachers say about supervision and cooperation.The results show that more time for reflection and a good treatment from the supervisor are two important factors in supervising preparing special educators. It also emerged that cooperation can be improved if the university provides clearer direction regarding goals for the students during WIL and the university provides access for prospective teachers to do research for science lessons. Special education teachers in the school for children with intellectual disabilities want to explore new research and training in a new partnership. Knowledge of the special education teaching profession is important and when it comes to students studying special education with an emphasis in intellectual disabilities, they need to acquire a deeper knowledge of children at early stages of development. An emerging position in schools is the head teacher or “first” teacher who might have supervision of preparing teachers assigned as a part of their job description. Three of the five teachers interviewed have supervision as a part of their work assignment and are interested in supervising preparing students.There are potential growth areas within the special education teachers regarding WIL, focusing children with intellectual disabilities, where the knowledge from this study may help to raise the quality of the WIL, and to develop and disseminate knowledge about supervision in the WIL as well as the importance of cooperation between universities and special schools. More research needs.

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FERREIRA, Viviane Capitani. "A gestão do trabalho no âmbito do Sistema Único de Assistência Social (SUAS) no município de Varginha, Minas Gerais." Universidade Federal de Alfenas, 2014. http://bdtd.unifal-mg.edu.br:8080/handle/tede/279.

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A Lei n˚. 12.435, de 6 de julho de 2011, instituiu o Sistema Único de Assistência Social (SUAS) no Brasil e é considerada um marco na Política de Assistência Social visto incluir, dentre os objetivos de gestão, a implementação da Gestão do Trabalho e a Educação Permanente. O interesse em realizar estudo de caso sobre a Gestão do Trabalho no âmbito do SUAS no município de Varginha, MG surgiu a fim de avaliar se os seus princípios se faziam presentes na operacionalização desta política em âmbito local. Para tanto, foi realizada revisão bibliográfica, visitas aos campos de pesquisa, que se constituíram nos cinco Centros de Referência de Assistência Social e ao Centro de Referência Especializado de Assistência Social e realização de entrevistas semi-estruturadas com os gestores e executores desta política. Foram levantados dados sobre a composição das equipes de referência; Analisadas a percepção, o discurso e a prática do Poder Público municipal em relação à Gestão do Trabalho e avaliada, junto ao Plano Municipal de Assistência Social (PMAS), a existência de planejamento de ações e mecanismos que visassem o fortalecimento da sua execução. Quanto à caracterização da política, os dados colhidos apontaram que o número de CRAS, CREAS e profissionais é insuficiente. Também ficou constatada a inexistência de concurso público específico, a ocorrência de readaptações de profissionais, a falta de experiência e conhecimentos necessários à área, além da predominância da terceirização dos profissionais de nível superior. Tudo isso contribui para o enfraquecimento da categoria “Trabalhadores do SUAS” e demonstra a necessidade de investimento na Gestão do Trabalho. Com relação à percepção e ao discurso, verificou-se que existe consciência sobre a incompletude das equipes e, assim, da impossibilidade do atendimento total da população. Enquanto os gestores apontaram a escassez de recursos para completá-las, os profissionais de nível superior elencaram falta de interesse ou vontade política, aliada ao não reconhecimento da Assistência Social como Política Pública. Adequação de espaços, contratação de pessoal e implantação do processo de capacitação foram indicadas. A prática revela que não são destinados recursos financeiros específicos à Gestão do Trabalho, inexiste setor responsável por sua operacionalização e nunca se realizou diagnóstico sobre essa questão; Os profissionais não contam com Plano Municipal de Capacitação, tampouco com Plano de Carreira, Cargos e Salários. Evidenciou-se carência de planejamento em relação à inserção de profissionais nos equipamentos públicos. A elaboração do PMAS ocorreu em processo participativo entre gestores e trabalhadores e utilizou informações oriundas do Diagnóstico Social (2013). A elaboração da Política Municipal de Capacitação e complementação das equipes, através da realização de concurso específico, foram apontadas, mas importantes ações não foram contempladas. Diante do exposto, verifica-se que a Gestão do Trabalho no âmbito do SUAS em Varginha é parcial e incipiente. Contudo, o Poder Público demonstrou consciência de que para a execução do SUAS, as orientações e normativas deverão ser efetivadas. Desta forma, será necessário o reconhecimento da sua importância para a prestação dos serviços e para que mudanças ocorram, deverão ser considerados o contexto histórico, político e orçamentário da política.
The law n˚. 12,435 from 6th July 2011 that set up the Unified System for Social Assistance (SUAS) is considered a milestone in policy making for Social Assistance in Brazil due to the fact that it includes in its objectives the implementation of Work Force Management and Permanent Education. The interest to explore more about Work Force Management within the SUAS in the town of Varginha, MG was to evaluate if its principles were present and rooted in the operational aspects of this policy in the town. In order to do this, it was taken extensive bibliography review; field visits of all five Social Assistance Reference Centers as well as the Specialised Reference Centre for Social Assistance. Semi-structured interviews with the management and with those who implement the policies were carried out. It was aimed at understanding the composition of the specialised teams; to analyse its perception, the rhetoric and the actions of the local government towards ‘Work force Management’ and to verify if the Local Plan for Social Assistance (PMAS) has in its content and execution actions and mechanism that contribute to its strengthening. In regards to the characteristics of this policy, the data shows that the numbers of CRAS, CREAS and professionals are not enough. It was also established that there is not specific recruitment for the area; many of its work force comes from other fields; there is a lack of experience and understanding for this area as well as outsourcing of specialised professionals with degrees in the field. All of this contributes to the weakening of the category of the ‘Workers in the SUAS’ and demonstrate the need for investment in the Work Force Management. In the interviewees’ perception and rhetoric, they acknowledge the teams are not completed and, therefore, they cannot meet all demand. While the management pointed out the lack of resources to met demand, the specialised professionals pointed out the lack of commitment and interest from the politicians to recognise Social Assistance as part of the Public Policy. Improvisation of spaces, recruitment of personnel and implementation of a process for permanent education were identified. The practice shows that there is not specific financial resources aimed at Work Force Management; there is not a department responsible for its operation and it has never been carried out any diagnosis of its performance. The professionals do not have a Local Plan for Development neither a Carrier Plan with well defined structure and wages. There is a gap in planning regards the access of these professionals to the public machinery and structure. The making up of the PMAS was in a participative way between management and workers and it was used information from the 2013 Social Diagnosis Study. The institution of the Local Policy for Development and to fulfill all teams through proper public entrance exams were point out but other important tasks were not completed. For all the facts it was confirmed that the Work Force management within SUAS in Varginha is partial and on its early stages. Nevertheless the public policy-makers acknowledges that to proper functioning the SUAS the suggestions and norms must be put in place. In this way, it is necessary to acknowledge of its importance to deliver public services and for changes to happen it is needed to take into consideration the historic context as well the political and budgetary policies.

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Maschio, Marcelina Teruko Fujii. "Educação básica e educação profissional do trabalhador jovem e adulto : desafios da integração /." Marília : [s.n.], 2011. http://hdl.handle.net/11449/104818.

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Orientador: Paschoal Quaglio
Banca: Hélia Sônia Raphael
Banca: Maria Silvia Simões Bueno
Banca: Wilson Sandano
Banca: João Augusto Gentilini
Resumo: Elevar a escolaridade e oferecer formação profissional ao trabalhador jovem e adulto constituem-se na tarefa de buscar dois direitos fundamentais, a educação e o trabalho. Essa ideia foi materializada pelo Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade Educação de Jovens e Adultos, o Proeja, instituído em 2006. Este trabalho busca analisar o Proeja sob o ponto de vista daqueles que participam de sua implantação na rede federal de Educação Profissional, Científica e Tecnológica (EPCT). Foram utilizadas pesquisas documentais, entrevistas, questionário e grupo focal. Para entender a concepção, foram analisados documentos legais e o Documento Base do Proeja. A fim de verificar aspectos vinculados à implantação do Proeja, optou-se pelo diálogo com ofertantes, ou seja, instituições, representadas pelos coordenadores, docentes e alunos, principalmente aqueles para quem o curso foi inicialmente pensado, o futuro aluno, trabalhador jovem e adulto. Pressupondo que a consolidação desse projeto educacional tem como fundamento a integração entre trabalho, ciência, técnica, tecnologia, humanismo e cultura geral, e que esses elementos são essenciais para o efetivo exercício da cidadania, de acordo com o Documento Base do Proeja, é possível afirmar que, apesar de os resultados dos projetos educacionais só possam ser percebidos a longo prazo, o fundamento ainda não foi materializado. Identificaram-se, na visão dos participantes, concepções fortemente marcadas pela ótica do capital, assim como a incorporação de conceitos ideológicos vinculados ao mundo produtivo. Alunos e futuros alunos também vinculam a necessidade de estudar à visão exclusiva da garantia de emprego. Trazem enraizado o pensamento da necessidade de formação de um contingente de reserva de „mão-de-obra‟, como também a aceitação... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Improving schooling and offering professional training to young and adult workers mean seeking two fundamental rights, education and work. This idea was materialized by the National Program for Integration of Professional Education with Basic Education, in the Modality of Education of Young People and Adults Proeja, established in 2006. This paper analyzes the Proeja from the point of view of those who participate in its implementation in the federal network Vocational, Scientific and Technological Education (EPCT). We used documentary research, interviews, questionnaires and focus groups. With the objective to understand the design, we analyzed legal documents and the Proeja Base Document. In order to check aspects related to the implementation of Proeja, we decided to talk to the providers, namely the institutions, represented by coordinators, teachers and students, especially those to whom the course was initially conceived, future students and young adult workers. Assuming that the consolidation of this educational project is based on the integration between work, science, technique, technology, humanism and general culture, and that these are essential elements for the effective exercise of citizenship (BRAZIL, 2007), it is possible to say that, in spite of the fact that the results of educational projects can only be perceived in the long term, the idea has not yet been materialized. The view of the participants revealed ideas strongly influenced by the capital perspective, as well as the incorporation of ideological concepts linked to the productive world. Students and future students also relate the need to study to the only view of job security. The students believe in the need to form a reserve contingent of 'manpower' and also that responsibility and personal effort determine the working conditions and ensure professional success. There is a propagation of ideas widely accepted... (Complete abstract click electronic access below)
Doutor

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Mörk, Helena. "Verksamhetsintegrerad grundlärarutbildning, ett verktyg för skolutveckling? : Rektorers föreställningar om en utbildning då studenter är anställda och studerar." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73290.

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Skolor i Sverige ska kontinuerligt arbeta med skolutveckling. Enligt Skolverket är rektor ytterst ansvarig för att leda skolutvecklingsarbetet på respektive skolenhet. Skolutveckling innefattar många olika delar och innehåll där den inre organisationen på respektive skolenhet till viss del kan avgöra vilken inriktning utvecklingsarbetet bör ha. Syftet med denna studie är att undersöka rektorers föreställningar om skolutveckling på den lokala skolenheten i relation till verksamhetsintegrerad grundlärarutbildning. Studiens ansats är kvalitativ, där det empiriska materialet utgörs av intervjuer med rektorer. Den teoretiska utgångspunkten i denna studie grundar sig i ett socialkonstruktionistiskt perspektiv med en förståelsebaserad orientering. Resultatet av studien visar att skolutveckling bedrivs på många olika sätt. Exempel på skolutvecklingsarbete har utkristalliserats i olika teman såsom aktuell forskning, systematiskt kvalitetsarbete, samverkan och elevernas resultat. Den inre organisationen påverkar riktningen i detta utvecklingsarbete i form av den kultur som råder samt vilket utvecklingsområde det fokuseras på. I relation till skolutveckling upplever rektorerna den verksamhetsintegrerade grundlärarutbildningen positiv utifrån flera aspekter men framförallt att teori och praktik tillämpas vecka för vecka. Utbildningens utformning kan bidra till skapandet av gemensam kunskap och skolutveckling på arbetsplatserna. Dock har rektorerna en föreställning om att studenterna kommer bidra mer och mer till skolutvecklingen under utbildningens gång.
Schools in Sweden should continuously work with school development. According to the National Agency for Education the principal is ultimately responsible for leading the work with school development. School development includes many different parts and content where the inner organization at the school units should prioritize the development work. The purpose of this study is to research principals’ notions around school development at the local school unit in relation to a work-integrated teacher education. The approach of the study is qualitative, where the empirical material consists of interviews with principals. The theoretical outset in this study is based on a social constructivism with understanding-based perspectives. The results show that school development is being carried out in many different ways. Themes that have emerged in the study in terms of school development are current research, systematic quality work, collaboration and the students’ results. The inner organization affects the development work by way of the existing culture as well as which area of development is being focused on. In relation to school development the principals experience the work-integrated teacher education in a positive way from several aspects but above all that theory and practice are carried out week by week. The formation of the education contributes in generating common knowledge and school development at the workplace. However, the principals have an idea that the students’ contribution to the school development increases during the education.

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Maphutha, Mokwi Morgan. "Conceptualisation of service-learning at two rural-based universities." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/3302.

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Thesis (PhD. (Education)) --University of Limpopo, 2016
This study reports on an exploration of a conceptual framework for service-learning in order to provide a shared and common understanding necessary for guiding best practice of service-learning at the heart of two-rural-based universities in South Africa. The key research question answered in this study was: How is service-learning conceptualised by dir ectors of community engagement, project coordinators, academic staff members, and students at two rural-based universities in South Africa? The following sub-questions were developed on the basis of the key research question: • What are the current community engagement projects that can be modified for future practice of service-learning at two rural-based universities in South Africa? • What are the views of directors of community engagement, project coordinators, academic staff members, and students regarding conceptualisation of service-learning at two rural-based universities in South Africa? • What are the possible strategies for conceptualising and managing the quality of service-learning at two rural-based universities in South Africa? • What framework will be relevant and appropriate for conceptualising and implementing service-learning at two rural-based universities in South Africa? A qualitative research approach using grounded theory design was employed in this study. Convenience sampling was used to select the two rural-based universities in the Limpopo Province of South Africa. Four similar schools from each university (Education, Law, Agriculture, and Health Sciences) were sampled purposively. Participants were also sampled purposively. These included the director of community engagement, one project coordinator, two academic staff members, and two final year undergraduate students who were taking part in community engagement or servicelearning- related activity at each sampled school at both universities. Data were captured through document analysis, semi-structured interviews with sampled participants, and silent observations. Content analysis was used to analyse data from documents. Data from semi-structured interviews and silent observations were analysed thematically. Findings from documents, semi-structured interviews and iv silent observations were used to make recommendations for developing a framework for conceptualising and managing the quality of service-learning at the two universities. The study revealed that service-learning is an unfamiliar concept at these two ruralbased universities. Advocacy of service-learning has never been done and no initiatives are made on the part of these universities to familiarise this concept. The study's findings also reflect that there is confusion among various role-players regarding the meaning of the concept service-learning. Participants showed that some prefer to use the concept community engagement rather than service-learning, while others view service-learning as synonymous to community engagement. The SMART conceptual framework was developed on the basis of the findings and recommendations of this study. This conceptual framework is SMART because it is S - socially relevant, M - manageable, A - adaptable, R - rural-based, and T - transformative. The proposed SMART conceptual framework is intended to guide institutional leaders, directors of community engagement, deans of faculties, directors of schools, heads of departments, project coordinators, academic staff members, students, traditional leaders, and community partners in conceptualising, implementing and managing the quality of service-learning endeavours at the two rural-based South African universities.

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Wong, Christine W. "An integrated education and supportive services program| A grant writing project." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603099.

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The purpose of this project was to develop a program, identify potential funding sources, and write a grant to fund an integrated education and supportive services program for Cambodian adults utilizing services from the United Cambodian Community (UCC) in Long Beach, California. The comprehensive literature review demonstrated the primary risk factors were low education attainment, language barriers, and trauma-related stressors. Because of these risk factors, Cambodians individuals have economic struggles, are unable to find skilled employment, and lack resources. The goal of this program is to obtain economic security and reduce poverty rates by offering culturally specific supportive services, education classes, mental health services, and job development opportunities for Cambodian adults. The grant writer selected the Weingart Foundation as the potential funding source for this program. Actual submission and/or funding of the grant was not a requirement for completion of this project. Implications for social work practice are discussed.

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Maschio, Marcelina Teruko Fujii [UNESP]. "Educação básica e educação profissional do trabalhador jovem e adulto: desafios da integração." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/104818.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Elevar a escolaridade e oferecer formação profissional ao trabalhador jovem e adulto constituem-se na tarefa de buscar dois direitos fundamentais, a educação e o trabalho. Essa ideia foi materializada pelo Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade Educação de Jovens e Adultos, o Proeja, instituído em 2006. Este trabalho busca analisar o Proeja sob o ponto de vista daqueles que participam de sua implantação na rede federal de Educação Profissional, Científica e Tecnológica (EPCT). Foram utilizadas pesquisas documentais, entrevistas, questionário e grupo focal. Para entender a concepção, foram analisados documentos legais e o Documento Base do Proeja. A fim de verificar aspectos vinculados à implantação do Proeja, optou-se pelo diálogo com ofertantes, ou seja, instituições, representadas pelos coordenadores, docentes e alunos, principalmente aqueles para quem o curso foi inicialmente pensado, o futuro aluno, trabalhador jovem e adulto. Pressupondo que a consolidação desse projeto educacional tem como fundamento a integração entre trabalho, ciência, técnica, tecnologia, humanismo e cultura geral, e que esses elementos são essenciais para o efetivo exercício da cidadania, de acordo com o Documento Base do Proeja, é possível afirmar que, apesar de os resultados dos projetos educacionais só possam ser percebidos a longo prazo, o fundamento ainda não foi materializado. Identificaram-se, na visão dos participantes, concepções fortemente marcadas pela ótica do capital, assim como a incorporação de conceitos ideológicos vinculados ao mundo produtivo. Alunos e futuros alunos também vinculam a necessidade de estudar à visão exclusiva da garantia de emprego. Trazem enraizado o pensamento da necessidade de formação de um contingente de reserva de „mão-de-obra‟, como também a aceitação...
Improving schooling and offering professional training to young and adult workers mean seeking two fundamental rights, education and work. This idea was materialized by the National Program for Integration of Professional Education with Basic Education, in the Modality of Education of Young People and Adults Proeja, established in 2006. This paper analyzes the Proeja from the point of view of those who participate in its implementation in the federal network Vocational, Scientific and Technological Education (EPCT). We used documentary research, interviews, questionnaires and focus groups. With the objective to understand the design, we analyzed legal documents and the Proeja Base Document. In order to check aspects related to the implementation of Proeja, we decided to talk to the providers, namely the institutions, represented by coordinators, teachers and students, especially those to whom the course was initially conceived, future students and young adult workers. Assuming that the consolidation of this educational project is based on the integration between work, science, technique, technology, humanism and general culture, and that these are essential elements for the effective exercise of citizenship (BRAZIL, 2007), it is possible to say that, in spite of the fact that the results of educational projects can only be perceived in the long term, the idea has not yet been materialized. The view of the participants revealed ideas strongly influenced by the capital perspective, as well as the incorporation of ideological concepts linked to the productive world. Students and future students also relate the need to study to the only view of job security. The students believe in the need to form a reserve contingent of 'manpower' and also that responsibility and personal effort determine the working conditions and ensure professional success. There is a propagation of ideas widely accepted... (Complete abstract click electronic access below)

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Pauck, Ditmar. "Development and evaluation of integrated mentoring in a church-based seminary course." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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Burholm, Anna. ""Jag tror inte de har en susning om hur bra vi löst det" : undervisningsorganisationen för integrerade elever mottagna i grundsärskolan med undervisning i grundskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19651.

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Syftet med studien var att undersöka hur lärare och rektorer organiserar undervisningen för den integrerade grund-särskoleeleven samt vilka förutsättningar för inkludering som finns. Med hjälp av klassrumsobservationer och in-tervjuer söktes svar på följande frågeställningar: Hur organiseras undervisningen, vilka förutsättningar för inkludering finns, hur beskriver lärare och rektorer samarbetet mellan lärare, resurspersoner och speciallärare samt vilken kunskap om grundsärskolan finns på skolorna? Teoretisk förankring utgörs av Lundgrens ramfaktorteori (1972), relationell pedagogik enligt Aspelin (2013) samt de specialpedagogiska perspektiven, individperspektiv och relationellt perspektiv. De kvalitativa undersökningsmetoderna observation och intervju användes i studien. Observationer av undervisningen i klassrummet kompletterades med semistrukturerade intervjuer med lärare respektive rektor. Sammanfattningsvis pekar resultaten på ett stort engagemang hos främst lärarna i att skapa en bra organisation för elevernas undervisning. Överlag är undervisningen anpassad efter elevernas behov och förutsättningar. Lärarna beskriver att tid för planering och samarbete mellan lärare och mellan resursperson och lärare samt utbildning i grundsärskolans läroplan är bristfällig. Denna studie, om än slutsatser ska dras med viss försiktighet, pekar på att en del rektorer i grundskolan inte är tillräckligt insatta i grundsärskolans läroplan eller vad det innebär att undervisa en integrerad elev. Speciallärare med kunskap om grundsärskolan behövs därför i grundskolan så att integrerade elevers rätt till rätt utbildning utifrån grundsärskolans läroplan kan säkerställas samtidigt som de, utifrån inkluderingstanken, får vara socialt och pedago-giskt delaktiga (Nilholm & Göransson, 2013).
The aim of this study was to investigate how teachers and principals organize teching for pupils with intellectual disabilities in ordinary schools, so-called integrated pupils. With the help of classroomobservations and interviews answers were sought to the following questions: How is the teaching organized, what conditions for inclusion exists, how do techers and principals describe the collaboration between teachers, assistants, and special teachers and what knowledge exists about the curriculum for pupils with intellectual disabilities? As theoretical framwork Lundgren´s Frame factor-theory, Aspelin´s relational pedagogy and the special educational perspectivs, individual and relational perspectiv were used. The qualitative surveymethods were observation and interview. Observations of classroom-teaching were supplemented with semi-structured interviews with teachers and principals. The results of the studie point to a great commitment among the teachers in creating a good organization for the pupils. Overall the teaching is adapted to the pupils needs and conditions.The teachers describe that there is lack of time for planning and collaborations between teachers and assistants. Education of the curriculum for pupils with intellectual disabilities is also insufficient. This study, although conclusions should be drawn with some caution, points out that some principals are not sufficiently familiar with the curriculum for pupils with intellectual disabilities. Special teachers with knowledge about this curriculum are therefore needed in ordinary schools. Based on the inclusive idea the pupils then can be more socionally and educationally involved in their schools.

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Fullard, Maria Johanna (Mollie). "Die rol van die onderrigleier in die opleiding van onderwysstudente tydens hul praktiese onderwys by skole." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/24037.

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Praktiese onderwys is onderrig aan leerders by skole. Die onderrigleier is die persoon wat die verantwoordelikheid vir die onderwysstudente by die skool aanvaar. Die doel van die navorsing is om vas te stel wat die rol van die onderrigleier in die opleiding van onderwysstudente by die skool is. As ‘n kwalitatiewe benadering is ‘n etnografiese ontwerp gebruik om vas te stel watter leierskaprol die geskikste sou wees vir die begeleiding van onderwysstudente by skole. Dienslewerende leierskap is as konseptuele raamwerk gebruik. In die navorsing van dienslewerende leierskap word die “SERVE”-model gebruik om die toepassing van dienslewerende leierskap te evalueer. Daar is gevind dat onderrigleiers wat dienslewerende leierskap toepas die onderwysstudene die beste dien deur hulle toekomsgerig voor te berei en deur professionele opleiding te bied wat gerig is op moontlike veranderinge en aanpassings in die onderwys. Die onderwysstudente moet voldoen aan die hoë verwagtinge wat gestel word deur die personeel by die skool. Dienslewerende onderrigleiers stel self die voorbeeld deur hulle leefwyse en professionele optrede in en buite die skool. Die onderrigleiers voldoen aan die verwagtinge van die universiteite en die Departement van Basiese Onderwys (DBO) deur dienslewerende leierskap aan te wend tot voordeel van die onderwysstudente. Die rol van die onderrigleiers is dus om die onderwysstudente te dien op alle vlakke van die onderwys. Die onderrigleiers moet in vennootskap tree met die universiteite en die universiteite adviseer oor tekortkominge en veranderinge in die voorgeskrewe kurrikulum wat die opleiding van onderwysstudente kan verbeter. Die onderrigleiers moet die verantwoordelikheid wat deur die DBO aan hulle opgedra is, nakom deur mentoronderwysers op te lei en te bemagtig sodat hulle saam met die onderrigleiers die onderwysstudente beter tot diens kan wees.
ENGLISH : Practical teacher training is the short-term “in-service training” (exposure to the teaching profession’s day-to-day tasks and responsibilities) of education students at schools. Practical teacher training is the responsibility of a specifically appointed instructional leader at a school. The purpose of the research is to determine what the role of the instructional leader should be in the practical training of education students at schools. As a qualitative approach an ethnographic design was used to determine what kind of leadership model would be most suitable for the instructional leader to utilise in the guidance of education students at the school during in-service training. Four case studies were used to assess the utilisation of the “SERVE” model (Blanchard en Miller, 1994) in the application of servant leadership by the instructional leaders during the practical teaching process at school. It was found that instructional leaders who use the “SERVE” model for the application of servant leadership serve their educational students best by preparing them for the future with a shared vision and through professional training and teaching them to be flexible so as to adapt to any changes and alterations in education. The education students will be able to satisfy the high expectations that are set by the staff at the school. Servant-instructional leaders set the example through their own way of life and their professional conduct in and outside the school. The instructional leaders are able to satisfy the expectations of the universities and the Department of Basic Education (DBE) through the application of servant leadership to the benefit of the education students. Therefore the role of the instructional leader at the school is to serve the education students on all levels of teaching. The instructional leaders must enter into a partnership with the universities to advise them about shortcomings and changes that can improve the practical teaching of education students. The instructional leaders must take up the responsibilities that the Department of Basic Education bestows on them by appointing mentor teachers who have been trained and empowered to assist the instructional leaders to best serve the education students.
Dissertation (MEd)--University of Pretoria, 2011.
Education Management and Policy Studies
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Прошлецова, С. В., and S. V. Proshletsova. "Управление оппортунизмом трудового персонала в дошкольной образовательной организации : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/94030.

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Рассматриваются факторы и специфические формы проявлений трудового оппортунизма персонала дошкольной организации, дана характеристика особенностей рынка дошкольного образования, проведен анализ рынка труда педагогических кадров Свердловской области, выявлены проблемы управления в ДОО, которые могут стать основаниями для возникновения оппортунистического поведения персонала, определены механизмы преодоления. Теоретические выводы, содержащиеся в работе, могут служить обоснованием принципов построения программы мероприятий по управлению оппортунистическим поведением персонала дошкольной организации.
The article considers the factors and specific forms of labor opportunism of staff in pre-school organization, describes the features of the pre-school education market, analyzes the labor market of pedagogical personnel in the Sverdlovsk region, identifies management problems in pre-school organizations that can become the basis for the emergence of opportunistic behavior of staff, identifies the causes of their occurrence, and develops measures to overcome them.

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Moore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.

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This study sought to develop a deeper understanding of the phenomenon of professional growth in pre-service teachers during their final practicum. The research was situated in a primary school and involved three pre-service teachers with widely differing backgrounds who brought differing experiences to the practicum. The study identified personal and contextual variables that affected the pre-service teachers’ professional growth and explored how professional discourse within a learning community of peers, informed by multiple perspectives on teaching practice that were facilitated by video, influenced professional growth. This qualitative research project used a broad phenomenological approach in that the methods used were designed to illuminate the process of a pre-service teacher becoming a teacher. Data were gathered over a six month period using semi-structured pre and post interviews, direct observations, video recordings of lessons, audio recordings of video discussion meetings, student questionnaires, and written feedback and reflections. Triangulated data from multiple sources were collated for each case, then open coded and grouped into themes. Cross-case analysis identified patterns in the emerging themes across all three cases, forming the basis for the discussion. This study found that pre-service teachers’ beliefs about the roles of teachers and learners influenced their approach to teaching during their final practicum; their approach to the use of feedback for their own learning; and, their response to pressure during their practicum. Pre-service teacher motivation and capacity to interpret and act on mentor feedback was shaped by the mentoring relationship, which in turn was influenced by mentors’ beliefs about their own role, and their expectations of pre-service teacher capabilities upon arrival. The inclusion of video in a purposeful, reflective process enabled pre-service teachers to relive their experiences and to recall the affective factors that influenced their thoughts and actions as they were brought back into the moment of noticing, reasoning and acting. This decreased pre-service teachers’ reliance on mentor feedback and gave them an opportunity to triangulate evidence about their practice and interpret that evidence in a way that continually refined their understanding of teaching and learning. Importantly, this study found that pre-service teachers’ capacity to adapt practice, and to grow as a teacher, is filtered through an affective lens.

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Marçal, Fábio Azambuja. "O ensino médio integrado no IFRS enfrentando a dualidade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/131012.

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Esta tese tem como objetivo geral verificar, a partir da experiência do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS), traços que apontem o potencial e os limites do ensino médio integrado (com base na formação humana integral e no trabalho como princípio educativo) de enfrentamento à dualidade que historicamente caracteriza a educação escolar no Brasil. Para realizar este estudo, como procedimento metodológico, utiliza-se de uma triangulação de fontes construída a partir das observações de campo, entrevistas e análises de documentos oficiais do IFRS. Observa-se a experiência do ensino médio integrado neste instituto como síntese de uma totalidade repleta de contradições e possibilidades de intervenção. Por outro lado, mesmo sintetizando a totalidade, reconhecesse as especificidades do integrado nesta instituição como um todo e nos campus que compõe o IFRS. Destaca-se que, no atual cenário de políticas de educação no Brasil, a etapa final da educação básica está em evidência e disputa. No centro de tal disputa, de um lado estão às propostas da classe dominante defendendo que a oferta pública de ensino médio deve se concretizar de forma massificada, desqualificada, fragmentada e com recorte de classe na sua finalidade (com vistas à universidade para os ricos e tecnicistas para os trabalhadores). Do outro lado, encontram-se as propostas dos movimentos sociais que defendem um ensino médio público de qualidade, com vistas à formação humana integral, como um direito e como dever do Estado e da sociedade. Neste contexto, a experiência do ensino médio integrado no IFRS apresenta traços indicativos de inflexões e, ao mesmo tempo, na perspectiva da contradição, vivencia obstáculos para serem transpostos até a sua consolidação. Assim, pode se tornar referência para o ensino médio ofertado nas diferentes redes públicas de educação brasileira.
This thesis has as main objective to verify, from the experience of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS), traits that point the potential and limits of integrated high school (based on integral human formation and at work as an educational principle) to confront the duality that historically characterizes education in Brazil. To conduct this study, the methodological procedure used is a source of triangulation constructed from the field observations, interviews and analysis of official documents of IFRS. Note the high school experience built in this institute as a synthesis of a totality full of contradictions and possibilities of intervention. On the other hand, even summarizing all, recognize the specifics of the integrated this institution as a whole and on campuses that make up the IFRS. It is noteworthy that, in the current education policies scenario in Brazil, the final stage of basic education is in evidence and dispute. In the center of this dispute, on the one hand are the proposals of the ruling class arguing that high school public offering should take place in mass form, disqualified, fragmented and with class cut in their purpose (aimed at university for the rich and technicists for workers). On the other hand, are the proposals of social movements that advocate a public high school quality, with a view to integral human formation, as a right and a duty of the state and society. In this context, the experience of integrated high school in IFRS presents predictive traits of inflections and at the same time, in view of the contradiction, experiencing obstacles to be overcome to its consolidation. Thus, it can become a reference for high school offered in the various public networks of Brazilian education.

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Lohre, Sara Beth. "Attune With Baby: An Innovative Attunement Program for Parents and Families With Integrated Evaluation." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499289825291502.

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Mbulawa, Zukiswa. "Evaluation of the impact of the Integrated Quality Management System (IQMS) in the Province of the Eastern Cape: the case of selected schools in the Mdantsane area (2008 to 2011)." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/560.

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The Department of Basic Education introduced the Integrated Quality Management system in 2003. This was an integration of the three systems, Developmental Appraisal System, Whole School Evaluation System and Performance Measurement System. The system was seen as to be the one that would allow teachers to play a vital role in assessing their own progress, and would integrate this with the necessary evaluation strategy for the professional development of teachers and monitoring of the quality of teaching and learning in schools. The purpose of this study was to research an evaluation of the Integrated Quality Management System impact in schools of the Mdantsane Area. The objective of the study was to establish whether the IQMS has addressed the concerns and needs of the educators and also establish their views on IQMS. The literature was reviewed to get more information on the key concepts of the IQMS and get to understand how the system should be implemented. Both quantitative and qualitative research methods have been used to get to probe the views of the educators and how the system impacts in schools. The data collected was analyzed by means of frequency tables and charts using statistical methods. It was concluded that educators still do not understand the policy document of IQMS and more training on the implementation of IQMS was recommended. The support and monitoring from the District Office needs to be strengthened.

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McRae, Norah. "Exploring Conditions for Transformative Learning in Work-Integrated Education." Thesis, 2014. http://hdl.handle.net/1828/5284.

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A qualitative study was undertaken that explored the conditions for transformative learning (Mezirow, 2000) in a specific form of work-integrated education (WIE), co-operative education, towards the development of a theoretical model. The research question considered was ‘what pedagogical and workplace practices available during WIE contribute to transformative learning?’ WIE students, supervisors and their co-op coordinator were the participants in this study. Four case studies were developed based on evidence from interviewing these participants at the beginning and end of one work term. Aggregated data from the coordinator, student and supervisor interviews were analyzed. The Kelly repertory grid was used as a way to elucidate and rate participant constructs of transformative learning during WIE. Activity theory, which theorizes that expansive learning is a result of a dialectic, mediated process embedded in a socio-cultural context (Engeström, 1987), provided the theoretical framework to examine these constructs and their relationship to the conditions for transformative learning. The findings from the study revealed several results that add to our theoretical models for WIE. First, WIE, including co-operative education, relies heavily on the constructivist perspective of Kolb’s Experiential Learning Theory (Kolb, 1984) yet the participants cited transformative learning from critical-cultural, psychoanalytical, situative and enactivist perspectives (Fenwick, 2000) with each perspective providing a different lens through which critical reflection, the antecedent to transformative learning, could be supported (Mezirow, 1998). Second, critical reflection, in addition to being supported from a variety of perspectives, was found to occur as a result of the resolution of contradictions found in the dialectic and mediated processes explicated by activity theory’s cycle of expansive transition (Engeström, 1987). Third, the enablers (mediators) most involved in contributing to this process were: opportunities for work and learning, a supportive environment, student capabilities, co-workers, supervisors, and assessment and reflection practices. Fourth, within the context of WIE, activity theory introduces the dimensions of time, context and transformative processes (Keengwe & Jung-Jin, 2013) to our understanding of how transformational learning occurs and results in the transformative outcomes of self-formation (Dirkx, 2012), and social transformation (Merriam, Caffarella, & Baumgartner, 2007). Fifth, the integration of these transformative outcomes into the WIE or workplace was dependent upon the time and value given to transformative processes, institutional requirements and a positive emotional environment that supported the resultant changes to the students’ world view and ability to act (Avis, 2009; Hanson, 2013; Holman, Pavlica, & Thorpe, 1997; Taylor, 2008). The implications of these findings are that WIE theoretical models include considerations of: perspective, socio-cultural context, dialectic and mediated processes and creating a positive emotional space to support the critical reflection necessary for transformative learning. Including these considerations shifts WIE theory from a constructivist perspective towards an enactivist perspective with the potential that programs intentionally support both students’ individual change and the social change of organizations where they work and study. Furthermore, adopting a view of WIE as an interaction between two systems, with the resultant “knotworking”, “boundary spanning” and “co-configuration” (Engeström, 2009), opens up possibilities for innovation and renewal in WIE programs and workplaces.
Graduate
0515
0745
nmcrae@uvic.ca

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Kundasami, Vinayagum. "The assessment of work-integrated learning (WIL) at a university of technology." Diss., 2008. http://hdl.handle.net/2263/27908.

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This case study is based on the Assessment of Work-integrated Learning at the Vaal University of Technology, Vanderbijl Park, South Africa. It explores the possible conditions that affect the final assessment of work-integrated learning. Work-integrated learning in the South African context of Higher Education is considered to be an integral part of a programme. It not only allows students to incorporate theory into practice but it also prepares students for the world of work. It is for this reason that work-integrated learning becomes the focus of all Universities of Technology in South Africa. The Universities of Technology’s success or failure to integrate quality work-integrated learning effectively will either promote or retard the South African economy.
Dissertation (MEd)--University of Pretoria, 2008.
Curriculum Studies
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Nguyen, Tien Cuong. "Work Integrated Learning: A Case Study of Chinese Students in an Australian University." Thesis, 2020. https://vuir.vu.edu.au/41794/.

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International students make a major contribution to Australia, financially and through adding to human capital for a skilled workforce. Given the significant role that international students play in Australia's education, their employment and an understanding of their related issues requires further examination. In response to the demand for greater employability and graduate attributes, Australian institutions have increasingly embedded Work Integrated Learning (WIL) into their curricula. In order to conduct successful WIL programmes, it is of great importance to gain an insight into the experience and perceptions of key stakeholders, especially international students who are a valuable student cohort in Australian Universities. In designing WIL models, Australian institutions largely assume that students, regardless of their background and context, desire the same certain outcomes which are often common to most, a "one size fits all‟ solution. To date, the effectiveness of a uniform application of WIL models has attracted little attention, especially from the perspectives of international students who, on completion, return to their country where they encounter different working environments, and business protocols. This study employs a qualitative approach to data collection and analysis and uses two instruments for collecting data, namely an online survey and semi-structured interviews. The two groups of stakeholders who participated in the study were Chinese graduates from Victoria University (VU) who undertook some form of WIL or work placement in Australia as part of their coursework, and VU staff who were engaged in the management, supervision, development or delivery of WIL programmes. Chinese students represent the largest international student cohort at VU; therefore, this particular student cohort was identified as a key focus of the study. This study explores and interprets the experiences and perceptions of international students and staff from VU regarding the value of WIL programmes in terms of graduate attributes, graduate employability, challenges and institutional support. It reveals several main themes regarding the experience and perceptions of WIL by VU international students and staff. These themes revolve around the contribution of WIL to the development of international students‟ language, interpersonal skills, technical knowledge, cultural awareness, and personal attributes. For each theme, the study analyses the expectations of international students, the development of relevant skills through WIL, and the extent to which these skills are transferrable to the work settings in their home country. The study also examines the challenges that international students face as a result of their international student status, the lack of prior work experience, the lack of an understanding of the Australian labour market, and their financial constraints. It also explores the extent to which the University provides support for WIL and provides suggestions to improve the development and implementation of WIL programmes. These themes are discussed with specific reference to VU's Chinese student cohort. Graduate employability for international students is the running concept that informs and connects emerging themes for the key findings of the study. It is found that VU's placement models have, to a large extent, been implemented in alignment with the University's core values and missions for graduate employability. However, mostly the same approach has been used to facilitate the delivery of WIL to students while the practical needs and circumstances of international students are not always attended to. The findings of the research reinforce those of previous studies, which acknowledge the positive benefits of WIL to the outcomes of international graduate students. On the other hand, it also raises concerns over the multiple challenges that international students face during their WIL participation. These include language and communication barriers, inadequate knowledge of the workplace, cultural differences, and international student status. The study shows that there are some differences between the employment culture in Australia and China that suggest the WIL models for international students in general, and Chinese students in particular, by VU should be developed and implemented with more attention to the particular needs of students and take into account their possible context of employment following their graduation. The findings indicate that more support needs to be allocated to international students since the challenges they face are specific in nature, differing from those needs of domestic students.

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Dissertations / Theses on the topic 'Work-integrated education'

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