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Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives. [ABSTRACT FROM AUTHOR]

Presents an introduction to the November 1, 2004 issue of the journal "Innovations in Education and Teaching International."

This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

The threshold concepts framework provides educators with a useful way of thinking about the struggles students have in coming to know essential, hard to grasp knowledge. A threshold concept is often best understood through reference to eight characteristics that together describe what is critical to effective knowledge acquisition. This conceptual paper hones in on just one of these characteristics – the bounded quality – that we propose is the most overlooked, but important, of the characteristics. The bounded characteristic frames the unique knowledge of a discipline and reflects its particular world-view. In this critical review, we analyse examples from threshold concepts scholarship: first, to explore the limitations of overlooking what the bounded characteristic has to offer, and second, to show how attention to ways of thinking and practising (WTP), may help to bring the bounded characteristic into focus, and reveal it as another non-negotiable threshold concept characteristic. [ABSTRACT FROM AUTHOR]

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process. [ABSTRACT FROM AUTHOR]

Rapid developments in ideas of knowledge, the role of educational technologies and the needs of students suggest that innovation is important in higher education. However, many factors can affect how and whether innovation occurs. In a study of identified innovative teachers, five thematic dimensions were identified that served to support or constrain pedagogical innovation: the teacher, the institution, colleagues, students and the teaching environment. In this paper we discuss the ways in which innovative teachers experienced each theme within their practice. We also consider how individuals and institutions might better support pedagogical innovation. [ABSTRACT FROM AUTHOR]

This paper reports on the development and preliminary evaluation of 'Global Experience', an innovative programme at the University of South Australia designed to broaden students' intercultural engagement through a range of international experiential activities. The paper provides the rationale for the establishment of the programme including a summary of data from a feasibility study. A preliminary evaluation of the programme which has been operational since February 2008, is based on a range of data sets including the results of a survey of commencing students, a survey of the first graduates of the programme, plus results from the online Course Evaluation Instrument (CEI), Student Evaluation of Teaching for the academic component Global Experience Professional Development (GEPD) and qualitative feedback in journals written by students enrolled in GEPD. The data indicate that the Global Experience programme is fulfilling its objectives by responding to the recommendations of numerous researchers to operationalise programmes that encourage students to develop cross-cultural understanding, intercultural communication and international perspectives. [ABSTRACT FROM AUTHOR]

This paper centres on the tensions between the introduction of plagiarism detection software (Turnitin) for student and tutor use at undergraduate level and the aim to promote a developmental approach to writing for assessment at a UK university. Aims to promote developmental models for writing often aim to counteract the effects of the structural organisation of learning and assessment in higher education. This paper will discuss the potential for the implementation of plagiarism detection software to operate as a ‘change artefact’, creating opportunities for a departure from the habits of practice created by the demands of writing for assessment and the potential for the emergence of enclaves of good practice in respect of writing development. Tutor and student qualitative responses, gathered via questionnaires and focus groups, were analysed in order to investigate the effectiveness of this initiative. In this inquiry, plagiarism detection emerges as a dominant theme within regulatory discourses of malpractice in higher education. The promotion of writing development via a tool for regulation and plagiarism detection seems to be a mismatch and the extent to which Turnitin can operate as a change artefact to promote developmental approaches to writing for assessment in higher education is questioned. The suitability of plagiarism detection software as a tool to promote writing development will be discussed in light of the findings from this inquiry. [ABSTRACT FROM PUBLISHER]

Introduces articles featured in the February 2004 issue of "Innovations in Education and Teaching International." Essays on educational development; Article on collaborative, reflective learning among peers which provides most stimulating ideas and models for teachers; Issues involved in the complex task of training teachers in peer-assessment skills.

This paper reports on an examination of the impact of knowledge sharing on product and process innovation. In it we try to identify the similarities and differences between these impacts in public and private Higher Education (HE) Institutions in Iraq. A mixed methods approach was conducted using 486 valid responses to test the causal relationships between knowledge sharing, and innovation. Then a qualitative approach was used to give more insight of the findings from the quantitative stage regarding the differences in the effect of the studied relationships. Employing structural equation modelling, the research found that knowledge sharing plays a pivotal role in enhancing innovation in both sectors. The multi-group SEM and the interviews revealed differences between Iraqi public and private HEIs. Guidelines are developed for researchers as well as leaders, and evidence support using knowledge sharing to enhance innovation within HE in developing countries. The findings and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student’s perceived prior knowledge gained from lectures and technology acceptance model-related variables on student’s self-reported assimilation of new material presented through podcasting. Data were obtained from 179 undergraduates and were analyzed using a structural equation modelling approach. The results showed the influence of prior knowledge gained from lectures and effective use of video podcasts on perceived assimilation of additional knowledge. It was also found that perceived ease of use and perceived usefulness determine the attitude towards using video podcasts, which in turn positively affects the effective use of this tool. The findings suggest that lectures are very valuable to develop learning processes based on the podcasting technology and also that encouraging the acceptance and effective use of video podcasting is important in the learning experience. [ABSTRACT FROM PUBLISHER]

As global industries change and technology advances, traditional education systems might no longer be able to supply companies with graduates who possess an appropriate mix of skills and experience. The recent increased interest in Design Thinking as an approach to innovation has resulted in its adoption by non-design-trained professionals. This development necessitates a new method of teaching Design Thinking and its related skills and processes. As a basis for such a method, this research investigated 51 selected courses across 28 international universities to determinewhatDesign Thinking is being taught (content), andhowit is being taught (assessment and learning modes). To support the teaching and assessment of Design Thinking, this paper presentsThe Educational Design Ladder,an innovative resource/model that provides a process for the organisation and structuring of units for a multidisciplinary Design Thinking programme. [ABSTRACT FROM AUTHOR]

Faced with the challenges of the changes in: higher education, educational developers’ roles and the use of innovation to stimulate change, this study aimed to synthesise literature dealing with the diffusion of innovative learning and teaching practices in higher education to determine what lessons could be learnt. The findings suggest that the following need to be considered if innovations are to influence widespread change: senior management support, recognition of the time needed to change practices, appropriate skill development, contextualised innovation, supportive networks and a solid institutional infrastructure. The paper also considers the difficulties faced when trying to generalise guidance in an area wrought with the complexities of change and calls for further research that problematises the realities of innovation diffusion. [ABSTRACT FROM AUTHOR]

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions of this study and the future developments to be considered. [ABSTRACT FROM AUTHOR]

This paper suggests that there has been a move away from teaching as a means of transmitting information, towards supporting learning as a student-generated activity. There has been much work relating to this in the arena of problem-based learning, which to date has been seen as a relatively stable approach to learning, delineated by particular characteristics and ways of operating. Most of the explanations of and arguments for problem-based learning, thus far, have tended to focus on (or privilege) the cognitive perspectives over the ontological positions of the learner. This paper suggests that problem-based learning (PBL) should be seen as a more troublesome learning space than it is because of the challenges of new and emerging technologies and what the constellation of 'learning' means. However, new curriculum spaces need to be created that help students to embrace contemporary dislocations and mediate rhetoric differently which will in turn encourages us to be brave teachers. [ABSTRACT FROM AUTHOR]

The present study examined 89 English language learners' experiences of reflective tasks in three systematically designed courses. Adopting a design-based research method, the purpose of this paper was to investigate a pedagogical design with a focus on tailoring digital video technology to support reflective tasks for language learning in multimedia environments. The reflective task featured in the present study went through an iterative design process with regard to task-completion formats and tools during 2006 to 2008. The main lessons learned from this research were discussed to provide insights into multimedia integration in language classrooms as well as to call for more design-based research in educational settings. [ABSTRACT FROM AUTHOR]

This paper reviews and discusses the notions of interactivity and dynamicity of learning systems in relation to information technologies and design principles that can contribute to interactive and dynamic learning. It explores the concept of dynamic interactive learning systems based on the emerging generation of information as part of a continuous research process in the area of Learning Systems Design. It proposes the addition of a dynamicity dimension to interactive learning systems design to reflect the continuous changes in information technologies, learners' needs and increasing availability of information. The paper concludes with a proposed model that reflects the concept of a dynamic feedback and adjustment mechanism that is generally missing from many learning systems. [ABSTRACT FROM AUTHOR]

The assessment-related activities of academic development units (ADU) are driven not only by institutional initiatives and the pursuit of particular research interests but also by less predictable factors including the emerging needs of faculty members and external funding opportunities. When not located within a strong classification framework, institutional initiatives and the activities of ADUs can be experienced as fragmented and episodic events, a situation that denies participants and other stakeholders a sense of striving towards and achieving substantial goals. This paper proposes two classification frameworks - one for the organisation of the types of initiatives that universities commonly undertake in encouraging enhanced assessment practice and another for the functions of the ADU. Application of the two organisational frameworks offers a systematic approach to the development of institutional assessment plans and informs the ways in which the resources of the academic development unit can be deployed most strategically in their operationalisation. [ABSTRACT FROM AUTHOR]

Using experiential simulation games is a commonly used pedagogical method to enrich classroom discussions and to facilitate students' learning in supply chain management education at both undergraduate and graduate levels. However, existing games are inappropriate for undergraduate students that are first-time learners of the subject. In this paper, we describe a discovery-based laboratory that is developed to supplement an undergraduate introductory operations management course when the fundamentals of supply chain management are taught. The detailed description of the lab and the assessment results of student learning effectiveness based on a rubric technique are provided. We also compare the student performance with and without the lab in terms of understanding the general aspects of supply chains. In addition, we comment on the limitations and possible expansions of the lab. [ABSTRACT FROM AUTHOR]

It is often claimed that techniques such as 'multimedia' and the use of blended learning environments can be used to achieve powerful interactive pedagogies. Indeed, the advent of easy-to-use multimedia technologies has meant that a plethora of digital learning products is now becoming available. Despite the relative ease-of-use of these new technologies, managing large-scale multimedia courseware development projects is still very problematic. This paper discusses some of the issues involved and outlines an emerging methodology for managing such projects. [ABSTRACT FROM AUTHOR]

The article presents information on papers on online degree program development, virtual tools, videoconferencing and other technology mediated learning process that are published in this issue of the journal. The paper by Chiara Raffelini discusses the use of videoconferencing as an instructional technique for medical training at a Canadian university hospital center.

This paper discusses the development of a model targeted at non-specialist practitioners implementing innovations that involve information and communication technology (ICT) in education. It is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies. It draws on affordance and multimodality theory to address, and move beyond, considerations of the role played by the usability and utility of technology in any implementation. It argues that the perceived ‘status’ of technologies is a key factor in the success of an innovation. [ABSTRACT FROM PUBLISHER]

Effective dissemination is crucial if innovation and development in teaching and learning in higher education are to lead to sustainable changes in practice. In 2003, King used an agricultural metaphor to challenge innovators to understand the purposes behind their dissemination aims. Similar to the way that seed can be spread, one could choose to widely scatter the information, and hope it grows wherever it lands; one could actively direct the scattering; or one could nurture and propagate future adoption in an ongoing manner. A recent investigation into dissemination strategies used in Australian teaching and learning innovation grants shows that certain dissemination strategies might make the ground more fertile and receptive to the seeds sown. To those engaged in funded projects grappling with translating project outputs and outcomes to sustainable changes in practice, this paper offers a framework and tools designed to help prepare the soil and cultivate change. [ABSTRACT FROM AUTHOR]

This paper describes the development of a programme of learning aimed at meeting the needs of health care assistants (HCAs) who provide support for children with complex and continuing health needs and their families. Following a pilot study of the principles of course provision, a Certificate in Higher Education in care of the child with complex needs was developed. The programme used a distance learning approach and provided a part-time, flexible, modularised study pathway. This case study describes the rationale for the development of learning opportunities in this area, and how the pilot study informed programme development. Despite the increasing number of children who have complex and continuing health needs, these needs are often mainly provided for by family members. One of the problems which has been reported in obtaining support for families is recruiting and retaining staff. Providing this type of input for HCAs may assist in their recruitment and retention and thus be instrumental in increasing the number of people who are available to take on such roles. This has the potential to assist in reducing the amount of unpaid care work which becomes the remit of families because of the absence of other options. Although this innovation was specific to the care of children with complex and continuing health needs, the principles may be useful in other areas of practice. [ABSTRACT FROM AUTHOR]

This paper outlines a study that explored educational applications of blogs with a class of postgraduate students in a Hong Kong university over a period of one semester in 2006, and considers its outcomes. Rather than using the usual learning management system to support learning in the class, the facilitator-researcher organised a blog-based environment where students accessed course material, posted reflections featuring artifacts created in the learning tasks, commented on each other's contributions, and in other ways participated on a regular basis throughout the semester. The study results suggest that when appropriately managed by a facilitator, blogs have the potential to effectively support teaching and learning activities. The experience from this study also suggests that in order to maximise teaching and learning opportunities, a blog system can be effectively expanded by the use of a variety of other Web 2.0 applications. [ABSTRACT FROM AUTHOR]

Learning to program is difficult for novices, even for those undergraduates who have majored in computer science. The study described in this paper has investigated the effects of game strategy and preference-matching on novice learners' flow experience and performance in learning to program using an experiential gaming activity. One hundred and fifteen novices participated in the experimental activity. Two types of game strategy were employed: the matching-challenging strategy and the challenging strategy. Participants were categorised into one or other of the two groups based on individual preferences. The results of the study showed that: (1) the challenging group had higher flow experiences than the matching-challenging group; (2) participants' performance was enhanced with the use of the matching strategy; and (3) a compensation effect existed among the preference-mismatched learners who performed better in the challenging game-play. [ABSTRACT FROM AUTHOR]

Conventional testing systems usually give students a score as their test result, but do not show them how to improve their learning performance. Researchers have indicated that students would benefit more if individual learning guidance could be provided. However, most of the existing learning diagnosis models ignore the fact that one concept might contain multiple knowledge levels with different degrees of difficulty, and hence students might be guided in an inefficient and ineffective way. In order to provide more precise learning guidance to individual students, the study described in this paper uses an enhanced concept-effect model for diagnosing students' learning problems and providing learning advice. The experimental results from a mathematics course have demonstrated the utility and effectiveness of this innovative approach. [ABSTRACT FROM AUTHOR]

Creativity, which has now entered the discourse in higher education alongside other agenda items such as enterprise, entrepreneurship and innovation, is an elusive and complex notion. It may evade the sort of definition, categorisation and compartmentalisation required to integrate it fully into the curriculum frameworks and assessment regimes that are currently in place in higher education. After a contextualisation of the subject, this paper describes the outcomes of a phenomenographic research project that set out to identify the qualitatively different ways university lecturers, across a range of arts, humanities and science disciplines, conceptualise creativity in relation to their pedagogic practice. [ABSTRACT FROM AUTHOR]

The trend towards the use of the Internet in academia is clear with a number of courses using the Web for the delivery of course material. Flexible access to information and resources are key attributes of online educational technologies, and learner choice is at the heart of the concept of flexible access. This incorporates the facility to access subject matter content and support at a time, place and pace that is suitable and convenient for the individual learner. In this paper we describe the designing of multimedia instruction in a Slovenian context. Some practical advice for structuring and designing are given. The advantages of such instruction are described and students' opinions about studying with the help of multimedia instruction are presented. [ABSTRACT FROM AUTHOR]

Problem-based learning architecture typically involves a shift in three loci of educational preoccupation, namely (1) content coverage to problem engagement; (2) role of lecturing to role of coaching; and (3) students as passive learners to that of active problem-solvers. The purpose of this paper is to examine the issues of students' experiences pertaining to problems presented to them, the coaching process and the problem-solving process. The students' experiences in problem-based learning curricula are explored using a preliminary survey followed by interviews and case vignettes to capture qualitative information. Whilst problem-based learning is a promising approach to educational innovation, it has been observed that implementation deficiencies can occur in problem design, facilitating processes and student readiness and preparation, resulting in a lack of direction for both students and staff. Insights pertaining to the challenges of problem design, coaching processes and students' experiences in problem solving are deliberated. Implications for PBL practices and future research are discussed. [ABSTRACT FROM AUTHOR]

It has long been acknowledged that the beliefs of university teachers can have a significant impact on the success of flexible learning innovations in tertiary settings (Errington, 1985, 2001; McDiarmid, 1990; Pajares, 1992; Calderhead, 1996; Richardson, 1996; Hofer & Pintrich, 1997; Tatto, 1998). The infrastructure for the adoption or rejection of such innovation exists as much at the level of beliefs as it does on any physical resources plane. The consequence of this assumption is that what teachers believe is possible within their learning arenas, and what they actually manage to do/achieve, are factors subject to a range of beliefs, central to which are beliefs about teaching and learning per se. This paper discusses the impact of teachers' beliefs on flexible notions of teaching and learning; extricates the issues and challenges facing academic developers and, finally, explores practical ways by which the author and colleagues are currently attempting to address these challenges with their own staff. [ABSTRACT FROM AUTHOR]

Editorial. Introduces the articles on web-based learning, published in the February 2003 issue of the periodical 'Innovations in Education and Teaching International.' Interactivity of web-based learning systems; Development and evaluation of a distributed online learning community for college students.

The article discusses the initiatives of the government in Taiwan in promoting the development of electronic learning. It cites the International Collaboration on e-Learning Project which aims to promote Taiwan's electronic learning research and industry to expand the international influence of all electronic stakeholder in the country. Moreover, it adds that Taiwan's strategies and goals aim to strengthen influence in the global information society so that high-quality digital content can be used in electronic learning contexts.

An introduction to articles published within the issue is presented including the impact of knowledge sharing on educational innovation and experiential education, the approach of engineering students to problem solving, and the use of problem-based learning in medical education.

The goal of this study is to gain a detailed understanding of the experience of instructors who have been using Tablet PCs (TPCs) for their teaching practice. The study examines the lived experience of 28 faculty members from a College of Engineering which is promoting the diffusion of TPCs in the classroom. Phenomenology was adopted to answer the question 'What is it like to use a TPC to teach a course?' Written applications, one-on-one interviews, classroom observations, and an online discussion board are the data sources. From the iterative process of qualitative data analysis, four common themes emerged in terms of converting to digital resources, teaching by handwriting on the screen, becoming comfortable with technology, and human enjoyment of using the TPC. [ABSTRACT FROM AUTHOR]

This article presents a summary of the essays included in this issue of "Innovations in Education and Teaching International." The author believes that the issue is truly international and student learning-focused. Topics covered in the essays include a description of the Massey Kiwi Friend Programme devoted to orienting international students, work-based learning and its assessment, learning assessment with student feedback, networked collaborative e-learning, and a study of the skill and knowledge retention of nursing students in relation to information technology.

Editorial. Introduces the articles published in the August 2002 issue of the periodical 'Innovations in Education and Teaching International.' Topics of the articles; Authors who contributed to the issue.

This article presents an innovative teaching and learning method based on three different simulations of multi-level governance settings. Public management at the local level is recreated using the SimCity computer game; the decision-making process at the national level is simulated through a national parliament simulation; and the intervention of the public sector at the international level is based on a simulation of the Council of the European Union. The main objective of this study is to assess students' perceptions regarding how useful simulations may be for teaching and learning economics. The implementation of this teaching method demonstrated that the students perceived problem-based and role-play methods as useful learning tools. They also declared that their perception about the complexity of real-world problems has changed and that their political engagement may have increased thanks to their participation. SDGs - Sustainable Development Goals [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue including one by Megan Hastie, I-Chun Hung, and Nian- Shing Chen on the application of innovative computer on learning and teaching practice, one by Jyh-Chong Liang and Szu-Hsien Wu on nurses' Internet usage, and one by Li-Chun Wang and Ming-Puu Chen on the development of a computer game.

A list of reviewers of papers submitted to the journal "Innovations in Education and Teaching International" during 2015 is presented including Rob Abbott, Joelle Adams, and Sam Elllis.

The development of Web 2.0 technologies has made a multitude of educational innovations possible in language classrooms. The aim of this inquiry is to explore advanced English language learners’ perceptions, motivation and confidence along with their perceived strengths and weaknesses of learning academic writing through blog-assisted language learning (BALL). Data were collected from a research-based university in the USA in which BALL was mandated for writing instruction, and analysed qualitatively using the principles of inductive analysis in which research propositions and interpretations were processed concurrently. Data reveal that though learners perceive their writing instruction through BALL positively, their learning confidence and motivation are not strengthened. It is also discovered that learners are acutely aware of the advantages and disadvantages that BALL possesses based on their writing instruction. This article further argues that instead of jumping on the bandwagon of Web 2.0 technologies for BALL to be implemented at many higher institutions, programme directors and teachers are advised to be cognizant of the potential ramifications that might adversely influence students’ learning trajectory. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics related to innovation in education and teaching including web 2.0 technologies, the development of higher order thinking, and the teaching of Bayesian mathematics.

Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students’ experience with peer assessment and feedback innovation. The Vygotsky’s Zone of Proximal Development (ZPD) theoretical framework is used to analyse students’ experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors’ ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark’s ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence. [ABSTRACT FROM AUTHOR]

Editorial. Comments on articles featured in the May 2004 issue of "Innovations in Education and Teaching International." Focus on problem-based learning (PBL) and inquiry-based learning; Definition of PBL as an active learning approach and learner-centered approach where unstructured problems are used as the starting point.

Whereas a great deal of literature based upon the context of Western societies has concluded criminology is an ideal discipline for active learning approach, it remains uncertain if this learning approach is applicable to Chinese learners in the discipline of criminology. This article describes and provides evidence of the benefits of using active learning approach in a criminology class in a publicly funded university in a Chinese city − Hong Kong. Using quantitative and qualitative data collected from four cohorts of students enrolled in the course over four years (2008–2011) through structured questionnaire, focus group meetings and students’ self-reflection, it was evident that active learning could not only enable Chinese learners to achieve the course-intended outcomes but also could advance their attitude, knowledge and skills of learning. The findings were further discussed with respect to the feasibility and constraints of launching active learning for Chinese learners. [ABSTRACT FROM PUBLISHER]

Curriculum design is crucial to maximising the students learning experience and is often overlooked and underutilised. The way that learning is delivered, supported and assessed can enhance employability attributes as the individual becomes more aware of their skills and abilities. Within this study, all elements (delivery; content; assessment and feedback) of one final-year module were redesigned to enhance the learning experience and aid self-development. The approaches taken were adapted from ideas gained from the Apprentice television show. The students (n = 30) on the module were asked for their views on the aspects of redesign and how these had impacted on their skill development. The findings showed that this group of students had benefitted from the changes made, liked this way of learning and felt they had improved in a range of skills. Overall, the redesign and the subsequent student learning experience was a success and changing the approach in all aspects of the module developed a much stronger and well-received experience. [ABSTRACT FROM AUTHOR]

A notable trend in recent years has been the introduction of competency-based training (CBT) in vocational education and training systems in many countries. Several CBT training programmes in Ghana have been accredited and quality assured. This article explores the perception of both students and lecturers towards CBT and examines factors that affect its implementation in Ghanaian polytechnics. It was revealed that industry and polytechnics themselves have not significantly influenced the implementation of CBT. As a result, few CBT features have been adopted in the programmes making the current practise of CBT in the polytechnics lag behind the policy standards. [ABSTRACT FROM AUTHOR]

The US apparel and textiles industry operates within an interdependent global system, necessitating workforces competent for day-to-day operations. The US workforce lacks preparedness in working globally; this study tests an infusion method of curriculum internationalisation to enhance students' global understanding. Four cognitive and experiential instructional modules focused on China were developed and infused into four existing courses at a US university. Pre- and post-test assessment of students' understanding in each module revealed that the number of correct answers was increased nearly fifteen percent across modules after implementation. The developed modules and implementation were assessed very favourably by the participants. [ABSTRACT FROM AUTHOR]

During the academic year 2005-2006 a Cross University Network for Formative and Shared Assessment in Higher Education was formed among 48 academics from 16 different universities within Spain and representing a range of academic areas. The Network was formed in response to the determination of a group of individuals who were dissatisfied with, or unconvinced by, the traditional forms of assessment used within the Spanish higher education environment. Its aim was to provide a framework within which these individuals could provide mutual support for their work on developing more innovative and effective assessment strategies within their own subject areas and at the same time provide a focus to stimulate a wider debate and more extensive research within the HE sector in Spain. The aim of this article is to explain the background and rationale for the formation of the Network, the framework it has provided, some of the initial findings and how this type of framework may be applicable to similar situations in other sectors or countries. [ABSTRACT FROM AUTHOR]