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A model for ITIS project portfolio selection in the presence of uncertainty Combination of fuzzy multi-criteria decision making and fuzzy mathematical programming ...
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A model for ITIS project portfolio selection in the presence of uncertainty Combination of fuzzy multi-criteria decision making and fuzzy mathematical programming ...
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Work Integrated Learning: A Case Study of Chinese Students in an Australian University
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Abstract:
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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Keyword:
1301 Education Systems; 1303 Specialist Studies in Education; Australia; Chinese students; College of Arts and Education; cultural awareness; graduate attributes; graduate employability; Institute for Sustainable Industries and Liveable Cities; international students; interpersonal communication; language development; university support; Victoria University; work integrated learning; work placement
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URL: https://vuir.vu.edu.au/41794/1/NGUYEN_Tien_Cuong-thesis_nosignature.pdf
https://vuir.vu.edu.au/41794/
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Business process and rule integration approaches - An empirical analysis
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The role of self-efficacy factors, individual characteristics and WIL participation on accounting near-graduate students’ employment outcomes
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Project Learn in English: A CLIL experience at the Faculty of Science of the University of Extremadura
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ОБЕСПЕЧЕНИЕ СТАБИЛЬНОСТИ И РАЗВИТИЕ ОБРАЗОВАТЕЛЬНЫХ СИСТЕМ В УСЛОВИЯХ ТРАНСФОРМАЦИИ ЦЕННОСТЕЙ
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КАРАКОЗОВ С.Д.; РЫЖОВА Н.И.. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016
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Asymmetric Grammatical Gender Systems in the Bilingual Mental Lexicon ...
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Asymmetric Grammatical Gender Systems in the Bilingual Mental Lexicon
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Using cognitive mapping to elicit modelling requirements: An overview
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In: Proceedings of the 2010 18th IEEE International Requirements Engineering Conference, RE2010 (2015)
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Farmer’s Knowledge and Perception of Diversified Farming Systems in Sub-Humid and Semi-Arid Areas in Benin
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In: Sustainability ; Volume 7 ; Issue 6 ; Pages 6573-6592 (2015)
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A survey of address translation technologies for flash memories
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In: http://dbgroup.cs.tsinghua.edu.cn/ligl/papers/acm-csur-2014-flash.pdf (2014)
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Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): Transition to the Intelligence Community
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In: DTIC (2014)
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Integrated Cognitive-neuroscience Architectures for Understanding Sensemaking (ICArUS): A Computational Basis for ICArUS Challenge Problem Design
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In: DTIC (2014)
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Managing Terminology for Translation Using Translation Environment Tools: Towards a Definition of Best Practices
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Synthesis of Systemic Functional Theory & Dynamical Systems Theory for Socio-Cultural Modeling
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In: DTIC (2012)
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Managing Terminology for Translation Using Translation Environment Tools: Towards a Definition of Best Practices
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Searching Semantic Resources for Complex Selectional Restrictions to Support Verb Sense Disambiguation
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In: DTIC (2010)
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Transfer Learning in Integrated Cognitive Systems
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In: DTIC (2010)
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