A Quantitative Approach to Assessment of Work-Based Learning Outcomes: An Urban Planning Application
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| Title: | A Quantitative Approach to Assessment of Work-Based Learning Outcomes: An Urban Planning Application |
|---|---|
| Language: | English |
| Authors: | Freestone, Robert, Williams, Peter, Thompson, Susan, Trembath, Kerry |
| Source: | Higher Education Research and Development. Dec 2007 26(4):347-361. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Tests/Questionnaires |
| Education Level: | Higher Education |
| Descriptors: | Urban Planning, Teacher Effectiveness, Quality Control, Work Experience, Urban Areas, Student Attitudes, Foreign Countries, Questionnaires, Educational Quality, School Community Programs, Undergraduate Students, Service Learning, Internship Programs, Work Environment, Job Skills |
| Geographic Terms: | Australia |
| DOI: | 10.1080/07294360701658575 |
| ISSN: | 0729-4360 |
| Abstract: | Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little-used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work-based learning. Work-based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a "sandwich year" of industry training. The specific results are discussed and the wider implications of the model are assessed. (Contains 3 tables.) |
| Abstractor: | Author |
| Number of References: | 23 |
| Entry Date: | 2007 |
| Accession Number: | EJ778295 |
| Database: | ERIC |
| Abstract: | Assessing student perceptions and opinions of their university education is now standard in quality assurance processes for learning and teaching. In Australia, the Course Experience Questionnaire (CEQ) has been institutionalised as a national survey of graduand opinion and is used as the key indicator of tertiary teaching quality. A little-used variant called the Work Experience Questionnaire (WEQ) provides an adaptation to the specific case of work-based learning. Work-based learning is a vital component of many professional degrees. It is a staple of urban planning education and yet there are few reported evaluations of specific student learning experiences. This paper illustrates the utility of the WEQ methodology when applied to codify the views of undergraduate urban planning students following a "sandwich year" of industry training. The specific results are discussed and the wider implications of the model are assessed. (Contains 3 tables.) |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360701658575 |
