Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Placement experience and learning motivations in higher education

Placement experience and learning motivations in higher education Purpose– Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach– A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings– Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value– Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Research in Higher Education Emerald Publishing

Placement experience and learning motivations in higher education

Loading next page...
 
/lp/emerald-publishing/placement-experience-and-learning-motivations-in-higher-education-c10am28Gnn
Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2050-7003
DOI
10.1108/JARHE-11-2014-0105
Publisher site
See Article on Publisher Site

Abstract

Purpose– Placement-based learning is claimed to benefit educational outcomes in undergraduate programmes, with students gaining employability skills and the application of skill-sets in “real world” situations. Most courses incorporate experiential learning; however, work placements remain exclusive to the aims of the academic programme. The purpose of this paper is to explore the changing learning motivations between students enroled on: a practical-based programme, involving work placement (BA adventure education (Ad Ed)); and a study-based programme (BSc sport and exercise science (SES)). In addition, motivation was examined between courses at each year. Design/methodology/approach– A 44 item Motivated Strategies for Learning Questionnaire was completed by first and final year undergraduates studying BA Ad Ed and BSc SES courses in the academic year 2011/2012. Questionnaires were triangulated with focus groups, lecturer observations and statistical analyses. Findings– Learning motivation was influenced by: knowledge of academic grades; link between theoretical content and work experience; opportunity for reflection; and multidisciplinary nature of degree programmes. Furthermore, the majority of final year Ad Ed students showed understanding of the job market, degree transferability and career availability upon graduation. Originality/value– Where placement experience prepares British undergraduate learners for employment and provides insight into career demand, placements may also demotivate, particularly where careers do not necessitate degree qualification.

Journal

Journal of Applied Research in Higher EducationEmerald Publishing

Published: Jul 4, 2016

There are no references for this article.