Going global (again): Gratitude and service learning in post-pandemic times

This analysis employs the concept of gratitude to trace key 'moments' in students' global service learning placements. We problematise the uncritical promotion of interculturality as an outcome of such placements. We analyse common narratives of gratitude that emerge from students before, during and after international placements in the Global South. Through focusing on the lifecycle of service learning placement we examine how expressions and recipients of gratitude shift over time, often belying a truly reciprocal exchange assumed to be inherent in service learning. We employ Critical Discourse Analysis to unearth power inequities that emerge from the broader societal relations in which these placements occur. We conclude by looking back to inform how we move forward in a post COVID-19 era in which further punctuation of global inequities will require intensified care to build meaningful and reciprocal service learning activities abroad and at home. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Future Ready Lab: Maintaining Students' Access to Internships during Times of Crisis

In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab's premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students' work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research. [ FROM AUTHOR] Copyright of Education & Urban Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Building a risky-safe-space: Using refllective pedagogies and values to support writing development in work based learning

The concepts of 'graduateness' and graduate attributes became contested terrain before COVID-19 destabilised even the most assured of shared learning constructions. Indeed, for those of us immersed in the delivery of work-based learning (WBL), this has long been the case. Promotion of reductive notions of 'skills' acquisition to comply neatly with an employability agenda holds little relevance for those students already engaged in full time careers, and with a wealth of professional experience. What can hold influence and interest, however, is the opportunity to engage in meaningful, agentic, professionally-aligned reflective practices as a scaffolded route to promoting self-awareness and developing confidence in mapping competences from the professional domain to the academic (and vice versa).This paper shares an account of taking an embedded approach to supporting the development of academic literacies amongst work-based learners in one UK HEI. In particular, it will consider the use of reflective pedagogical tools and values in supporting work-based learners to become confident and adaptable writers. Discussion considers how work-based pedagogies and approaches may have far-reaching relevance in a post-pandemic landscape, where reskilling and professional agility are likely to become more prolific aspects of education and work. Writing itself is framed as an integrated communication practice that encompasses literature retrieval, reading, evaluation, synthesis and articulation of argument. The paper will describe pre-pandemic academic support activities and share qualitative survey data in which students consider their confidence as both professional and academic writers. It concludes with consideration of how some of the approaches outlined may have relevance for the wider academic community.

Indoor Chemical Exposures in Secondary Schools post-COVID-19 Pandemic: A Cohort Study of New Work-Based Learning Teachers

We obtained cross-sectional repeated measures self-report survey data on workplace safety and health and wellness from newer, early-to-mid-career New Jersey (NJ) secondary or high school (HS) teachers supervising work-based learning on- and off-campus in specific career clusters within career-technical-vocational education. This cohort study in the 2021-2024 school years (SYs) is a unique opportunity. It immediately proceeded the 2019-2021 SYs. Due to COVID-19, most 2020 2nd semester (3/18-6/30/2020) and 2020-2021 SY in-person classes went online;extracurricular activities were cancelled or substantially altered for online/virtual substitutes;and, no-to-little in-person HS teaching and off- or on-campus activities. Upon return 8-9/2021, classrooms, labs, shops, etc. were cleaned. Data suggested risks of human exposure to chemical agents from cleaning, disinfecting and sanitation consumer products use, given concerns about viral (and bacterial) loads collecting and potentially remaining on frequently contacted surfaces. We present study design, recruitment data, and selected survey content responses from ongoing research 2021-2024. © 2022 17th International Conference on Indoor Air Quality and Climate, INDOOR AIR 2022. All rights reserved.

Flipping the Microwave Engineering Class

Microwave engineering is regaining importance as the world is witnessing the emergence of a new industrial revolution spearheaded by the internet of things and 5G communications and wireless networks. Preparing α-generation microwave engineering students for the future, especially in post-COVID era, represents a considerable challenge to universities worldwide that seldom offer a full autonomous course at the undergraduate level. Engineering curriculum should be revisited in order to incorporate skills suitable for work-based learning with emphasis on developing human-centred ICT competencies. Flipped classrooms are specifically attractive in engineering education to ensure deep comprehension of course material. A flipped microwave-engineering course with focus on amplifier design has therefore been re-designed with course learning outcomes aligned with Bloom's taxonomy and ABET program outcomes. The new learning cycle in the flipped mode, allow reaching the top cognitive pyramid where student exercised decision-making and practiced meta-cognitive knowledge and skills. The stretched flipped classroom represents a paradigm shift in instructional methodology and offers several advantages to the learning process at high cognitive levels as learning occurs in a comfortable pace where students collaborate with instructors in course design, curricula and delivery. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Work-based learning in a pandemic

PurposeThis paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.Design/methodology/approachThis briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.FindingsBy acquiring and growing knowledge, proactively using skills, and improving digital skills via project-based learning, students will be well-prepared for their future careers.Originality/valueThe briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The professional identity of intern psychologists during the COVID-19 pandemic in South Africa

Purpose: The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper – that presents a historical reflection borne from a significant moment in time – aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning. Design/methodology/approach: Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases. Findings: Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship. Research limitations: The study was limited to seven intern psychologists in South Africa. Practical implications: The findings suggest that support – during and after the COVID-19 pandemic – is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public. Originality/value: With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa. © 2023, Abu Dhabi Digital Authority.

Better Teacher — Better Critical Thinker. Good Practices for Pre-service Teacher Training Students in Economics in Synchronous Online Classes

Teacher training/education is problematic in every country, and it was puzzling across historical epochs. There were questions and preoccupations about the perfect teacher or how to educate a better teacher for our children, although the quest for such a teacher was not always scientifical or sustained by proof. But starting with the early twentieth century the search for the better teacher became scientific and serios. Many theories have been developed. Starting from some of them, this paper, propose an innovative approach for the best adaptation of students to labour market. Our domain is teacher education in Business and Economics. The aim is to put together the labour market organizations (LMO), in our case, trainers form a commercial bank, with higher education (HE) teachers to construct joint activities from which students (the future teacher of Economics) become better critical thinkers. The reason is that in recent years, critical thinking (CT) was listed among the most desired skills for twenty-first century jobs. Hence, our project is aiming to enhance this skill in student-teachers and bring labour market in the university to create a more adapted curriculum to job needs. In the following we shall present a curriculum for Pedagogy of Economics and concrete examples of blended, work-based learning scenarios in an online synchronous environment (a condition determined by the Covid-19 pandemic). © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

ONLINE CO-DESIGN OF A UNIVERSITY WORK-BASED LEARNING DEGREE PROGRAMME: LESSONS LEARNED FROM COMPARING CASES IN UNITED KINGDOM AND ESWATINI

Greater collaboration is required between universities, industry and society to provide the engineering education that will tackle society's challenges. Work-based learning (WBL) programmes offer an industry-aligned, academically-informed education to support such socio-economic development. Co-design of such programmes is vital with responses to the COVID-19 pandemic innovating alternative ways to design programmes. Knowles et al (2021) [1] outlined an approach to online programme co-design in the UK university context, framed using Signature Pedagogy and through online conferencing and Miro (online whiteboard). Subsequently, the approach has been utilised to co-design a WBL degree programme in Electrical Engineering in Eswatini, supported by Knowles and other UK and Eswatini colleagues. This paper compares and contrasts cases from UK and Eswatini, and from this address the research question, "What considerations are required to support an effective online process to co-design a work-based learning programme in Engineering?” A collaborative autoethnographic methodology based around field notes, observations and reflections is used to allow exploration across pedagogy, technology, work practices, expectations and challenges. Many aspects of the approach worked well in both cases (for example, effectiveness of Signature Pedagogy, Miro as shared space), whereas differences arose related to limitations in the synchronous use of technologies, and readiness to adopt an outcome-focused approach. Addressing these differences, along with balancing progress against full participation and having clear expectations of participants, are key considerations in online co-design of WBL programmes. Moreover, the approach of Knowles (ibid) has shown to be adaptable with potential for broader adoption. © 2022 SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. All rights reserved.

Flipping the Microwave Engineering Class

Microwave engineering is regaining importance as the world is witnessing the emergence of a new industrial revolution spearheaded by the internet of things and 5G communications and wireless networks. Preparing α-generation microwave engineering students for the future, especially in post-COVID era, represents a considerable challenge to universities worldwide that seldom offer a full autonomous course at the undergraduate level. Engineering curriculum should be revisited in order to incorporate skills suitable for work-based learning with emphasis on developing human-centred ICT competencies. Flipped classrooms are specifically attractive in engineering education to ensure deep comprehension of course material. A flipped microwave-engineering course with focus on amplifier design has therefore been re-designed with course learning outcomes aligned with Bloom's taxonomy and ABET program outcomes. The new learning cycle in the flipped mode, allow reaching the top cognitive pyramid where student exercised decision-making and practiced meta-cognitive knowledge and skills. The stretched flipped classroom represents a paradigm shift in instructional methodology and offers several advantages to the learning process at high cognitive levels as learning occurs in a comfortable pace where students collaborate with instructors in course design, curricula and delivery. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Work-based learning in a pandemic: Optimized by higher education

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: By acquiring and growing knowledge, proactively using skills, and improving digital skills via project-based learning, students will be well-prepared for their future careers. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. © 2023, Emerald Publishing Limited.

Online learning in business education: key lessons from COVID-19 pandemic

Purpose: This study aims to review the literature on online based learning in business education published in Development and Learning in Organizations between 2019 and 2022. The results of this study can present a better understanding of work-based business learning and offers new insights for future studies. Design/methodology/approach: Recently the COVID-19 crisis has accelerated online learning. The pandemic's pace and scale have led many universities and business schools to adopt popular e-learning tools such as Microsoft Teams, Zoom, or other online platforms. As a result, faculty and students needed new skills and resources in business education. Hence, the design and execution of online content were under scrutiny (Singh, 2022). After several months (almost two years) of operating in a highly virtual state during the COVID-19 crisis, there is little understanding of online learning in business education. In addition, asking about online teaching quality and student satisfaction is vital, as unsolved concerns may have long-term implications for future business programs (Szopiński and Bachnik, 2022). Therefore, this study aims to critically discuss the current literature to investigate the effects of online learning in business education during the COVID-19 pandemic. The results could present a better understanding of business learning and offers new insights for future research. Findings: The results from reviewing the selected articles showed several methodologies adopted in the field of business education. In this regard, universities must adopt an attendance policy for students with unreasonable excuses and those who cannot attend for technical issues. In this regard, facial recognition technologies and in-class tests that require attendance could assist. In addition, to encourage participation, business schools should build algorithms to measure student engagement and link it to the grading system. Finally, universities and business schools should have continuous assessment measures to ensure quality online learning matches higher education institutions in a specific country (Szopiński and Bachnik, 2022). Originality/value: Along with the benefits of online learning, business schools must be aware of the risks of extending their online courses. First, digital platforms must be introduced to support all online teaching and learning courses and allow information sharing. This demands institutional reforms and resources, which may be unavailable if a university lacks facilities, administrative support, or a training coordination program. The second challenge is the faculty's attitude toward online learning and the IT support needed to provide an online environment. While distance learning must offer the same knowledge and skills as traditional learning, faculty should embrace technology as a teaching instrument. Therefore, perceived usefulness is a significant determinant of faculty approval of online education. A post-2020 pandemic study is needed to assess faculty opinions in future studies (Szopiński and Bachnik, 2022). © 2023, Emerald Publishing Limited.

Medical students remote consulting from home and from the health centre: A survey of prevalence and supervisor perspectives.

PURPOSE: A shift to remote consulting characterised the early stages of the COVID-19 pandemic in general practice which resulted in significant changes in the delivery of medical education. It is unclear whether these changes have been sustained and how they are perceived by faculty. METHODS: We surveyed a defined population of GP practices during April 2022 with questions to elicit estimates of medical student involvement in different types of remote consultation and supervisor ratings of their confidence in supervising different modalities of remote consultation. We performed thematic analysis on free text responses from a 'resistance to change' perspective. RESULTS: A response rate of 96% (n = 115) was achieved. Analysis of quantitative data identified that a significant proportion of student consultations were remote, however there was a large variation between practices. Supervisor confidence was lowest for students consulting from home. Thematic analysis identified ways in which clinical supervisors may perceive the innovation to be at odds with their overriding commitments to safety, simplicity and quality. CONCLUSIONS: Remote consultations form a significant proportion of medical student activity in many practices. Some supervisors are reluctant to supervise medical students consulting from home and our findings suggest ways of addressing this so that the benefits of the innovation can be harnessed.

Changes in the assessment of work-integrated learning in Botswana for vocational education and training students as a result of the COVID-19 pandemic

The COVID-19 pandemic disrupted the continuity to Technical Vocational Education and Training (TVET) activities and work-integrated learning (WIL) assessments, thereby negatively affecting the progression of studies for many learners. Several institutions revisited their assessment methods and tools for WIL during such pandemics. This study investigated the assessment methods adopted by private TVET institutions in Botswana to assess WIL during the pandemic. This was a quantitative study which used online questionnaires to gather data. Purposive sampling was used to select research participants, amongst TVET lecturers and WIL coordinators in two private TVET colleges. Findings indicated that assessment of WIL practical skills online remains a challenge and most of the institutions attempted to continue with usual assessment practices.

Emerging Energy Engineering Education on the Way to Employment

In the transition of teaching and learning, are introduced new activities, technological and economic resources, and managerial and political decisions that considerably impact the generated students’ skills and competencies. Many educational issues were adapted to the new conditions by studying challenges and obstacles, reflecting and experiencing new teaching practices and learning processes. Major changes in teaching and learning occurred from the twentieth century until now, mainly due to unexpected events, emergence of new technologies, fluctuations of resources, or the recent pandemic covid19. In European member countries, decisions for the implementation of the European Higher Educational Area EHEA increased the number of universities and students, and thus increased the number of graduates in most professions. The curricula in electrical and energy engineering have also changed. The information technology and Internet helped within teaching and learning and facilitated communication between the groups of people involved: students, professors, management, and administration of educational institutions, especially in distance learning and web-based education. This chapter presents aspects of transition of teaching in engineering education in the unified EHEA, with new technologies, web-based education, assessment of competencies and learning achievements, employability interrelations with enterprises, financial considerations concerning activities and resources for teaching and learning outcomes, assessment of skills, competencies, and learning outcomes of students with regard to scientific, technical, social, and personal competencies, based on academics, enterprises, and students’ opinions, and applied research of energy engineering education with project results. Work-based learning and work integrated learning are important globally for economic sustainability, for developing students’ employability, enhancing graduates’ employment, facilitating access and inclusion, and supporting energy engineering learning outcomes. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Authentic assessment and work-based learning: the case of professional studies in a post-COVID Australia

Purpose To explore the conceptualisation and operationalisation of authentic assessment in work-based learning and research. Design/methodology/approach The relationship between authentic assessment and work-based learning and research is examined using a postgraduate degree program at a regional university in Australia as a case example to identify unique pedagogical features of work-based learning as they are linked to assessment. Findings A dynamic is created between formative and summative authentic assessment practices and the cross-current nature of learning in work and research, leading to a range of lifelong learning outcomes. A framework for such a dynamic is presented. Originality/value The pedagogy informing work-based learning emphasises developing higher-order thinking through reflective practice, developing competencies and capabilities associated with professional practice and developing academic writing and research skills to enhance professional identity at the postgraduate level for mid- to senior-career professionals. However, the relationship of authentic assessment to work-based learning and research has not been explicated in the literature and its application in post-COVID work environments has yet to be fully examined.

Examining assessment tools and procedures for work-based learning in pandemic times

The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a challenge, and most of the institutions kept on using their old ways of assessing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Blended learning model incorporating online learning for a competency-focused, work-based learning (WBL) programme – allied healthcare case-study

Purpose>This study investigates a blended learning model which incorporates online learning for a competency-focused, work-based learning (WBL) programme within allied healthcare. The case-study is centred on hearing aid audiology.Design/methodology/approach>The study evaluated the feedback received through a tripartite group of stakeholders (learners, academic staff and employers).Findings>Results showed that although there was universal support for blended learning, incorporating online learning, each stakeholder contributed different perspectives. The authors identified that in terms of curriculum design, a comprehensive analysis of the holistic perspective across all stakeholders is essential to ascertain the suitability of this learning mode for WBL. The study may provide the basis of a preparatory framework for the development of a generic, competency-focused model that can be applied across allied healthcare WBL programmes.Originality/value>Although previous studies of WBL have been reported, to the knowledge of the authors, there is no current reference in the literature to studies that examine thematic areas relevant to all three stakeholders across a programme of this nature in hearing aid audiology.

Learning from digital adaptations to the pandemic: enhancing work-based higher education

Purpose This paper examines how the Covid-19 pandemic has accelerated digital developments in apprenticeship and work-based learning in higher education (HE), focusing on practices that have ongoing value. Design/methodology/approach A literature review was carried out on the theme of HE work-based and work-integrated learning during the pandemic, followed by minimally-structured interviews with UK university staff responsible for apprenticeship and other work-based programmes. Findings The pandemic has accelerated adoption of online and digital methods to support work-based and apprenticeship learning. There has been progress from emergency measures to more pedagogically consistent ones. A blended approach is becoming common, with the learning and logistical benefits from digital methods ensuring their continuing use. Progress is uneven and there is still a need for improved digital pedagogy and better integration of theoretical and practical learning. Practical implications More attention is needed to digital pedagogy and to effective use of online methods to support work-based learning with corresponding implications for staff development. There are institutional implications in terms of ensuring that systems and structures support what is, particularly for work-based learners, likely to be a permanent move towards digital, blended and online learning. Originality/value There has been limited research on the impact of the pandemic on work-based learning, with most of the literature focusing on placements and projects. This paper presents findings at a point when universities are considering how technologically-supported methods will be employed on a more permanent basis.

University student experiences of work-based placements during COVID-19 pandemic: an inter-disciplinary survey of allied health and social work students

Purpose: Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19. Design/methodology/approach: This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods. Findings: 118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication;(2) placement site and supervisor support;and (3) students' resilience and capacity to adapt to a changed work-place environment. Originality/value: This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis. © 2022, Duana Quigley, Claire Poole, Sinead Whiting, Erna O'Connor, Claire Gleeson and Lucy Alpine.