Educating highly competent and principled HR professionals in the 21st century

The purpose of this paper is to determine the effectiveness of US HR Graduate Programs in preparing highly competent and principled HR professionals functioning as strategic partners and helping organizations create sustainable competitive advantage through the HR function. The paper examines the major competencies necessary for HR to serve as business partners and analyses the graduate HR programmers in developing the requisite competencies. Multiple gaps in the curriculum are identified. Strategies to enhance the quality and relevance of the graduate programmes in developing high competent and principled HR professionals in the 21st. century are discussed

A Theory of Curriculum Development in the Professions: An Integration of Mezirow\u27s Transformative Learning Theory with Schwab\u27s Deliberative Curriculum Theory

A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the OhioLINK ETD center, www.etd.ohiolink.edu

The learner, the curriculum and the wardrobe

The workshop will examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences. Delegates will be asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum

A Theory of Curriculum Development in the Professions: An Integration of Mezirow\u27s Transformative Learning Theory with Schwab\u27s Deliberative Curriculum Theory

A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the OhioLINK ETD center, www.etd.ohiolink.edu

Graduate Attributes in an Electrical Engineering Curriculum: A Case Study

Published ArticleIndustry and accreditation bodies around the world require graduates to be able to demonstrate specific graduate attributes. Universities in this 21st century have responded to that call by embedding graduate attributes into their curricula. However, how can individual academics ensure that they are incorporating and assessing graduate attributes in their respective modules, which form part of the overall curriculum? This research question necessitates reflection as many academics are struggling to come to terms with what many of these graduate attributes really mean or entail. Moreover, a dearth of research publications exists on trying to define and explain these graduate attributes. The purpose of this article is to determine to what extent have the 10 graduate attributes, adopted by the Central University of Technology been embedded into the curriculum of the National Diploma in Electrical Engineering. A qualitative case study was used and data was collected using documentary review. All 36 study guides of the Electrical Engineering qualification were analysed. Results of this study show that 9 out of 10 graduate attributes are spread across the entire curriculum. The four most dominate graduate attributes were found to be Innovation and Problem Solving; Technical and Conceptual Competence; Numeracy, and Technological Literacy. Certain graduate attributes are clearly discerned in the learning outcomes while others are hidden in different teaching and learning activities. A key recommendation of this study is for academics to structure their learning outcomes in a way that addresses the incorporation and assessment of key graduate attributes required

CGC CPD Resource: Questions, Answers, Key Contacts

What is the Common Good Curriculum? What is involved in embedding the Common Good Attributes within programmes? What is the Common Good Curriculum mapping template and process? Do the ‘Common Good Attributes’ replace the ‘GCU 21st Century Graduate Attributes’? What support is available to help staff embed the Common Good Attributes within the curriculum? How can students be encouraged to develop Common Good Attributes outside the taught curriculum? KEy GCU Contacts for Common Good Curriculu

OBE analysis: Learning outcomes of PG PAUD study program graduates

The OBE-based curriculum is a tertiary curriculum that emphasizes learning outcomes as an important point in curriculum development, so far the PG PAUD FKIP (Early Childhood Education, Faculty of Teacher Training) Universitas Ahmad Dahlan, Yogyakarta, study program has not implemented OBE as a basis for curriculum development. Therefore, the identification and determination of learning outcomes is very important to do as the beginning of implementing OBE. This study aims to identify the extent to which the PG PAUD FKIP UAD Study Program has implemented OBE, especially in the stages of formulating and determining Graduate Learning Outcomes (GLO). The results of the PG PAUD FKIP UAD curriculum research still require a continuous improvement process to be declared as the OBE Curriculum of the PG PAUD FKIP UAD Study Program, especially at the stage of analyzing student learning achievements still require learning outcomes evaluation instruments, adjusting the alignment of abilities needed, especially in soft skills needed in the 21st century, namely computational thinking, study programs also require benchmarking activities with a wider scope. It is expected to implement the results of the initial identification related to the OBE curriculum development process for study programs

PHILIPPINE K TO 12 CURRICULUM AND PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) 2018 READING LITERACY PARALLELISM AND TEACHING-LEARNING EXPERIENCES

Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School  Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system.

Jefferson Alumni Bulletin – Volume XLVIII, Number 2, June 1999

Jefferson Alumni Bulletin – Volume XLVIII, Number 2, June 1999 Meeting Challenges from the Start, Page 4 Developing the Curriculum, Page 5 Building a Campus, Page 6 Leaders in Their Fields: The 19th Century, Page 12 In the Nation’s Service, Page 11 Keeping Pace for the 20th Century, Page 12 A Comprehensive Medical School, Page 14 How Do We Monitor the Quality of the Education? Page 17 The Jefferson Health System, Page 20 Education in the Health System, Page 22 Teaching under Managed Care, Page 24 A Student’s Perspective, Page 26 JeffHOPE: Learning and Caring Go Hand in Hand, Page 32 Preparing Medical Students for the 21st Century, Page 40 Graduate and Continuing Education, page 43 Basic Research, Page 43 Translational and Clinical Research, Page 48 Neurosurgery, Page 50 AIDS and Retroviruses, Page 52 Vaccines, Page 54 Connective Tissue, Page 54 The Future is Now, Page 5

The Digital Badge Initiative and its Implications for First-Year Writing

College students seek degrees to obtain employment in their field of interest, however, as the 21st century progresses, employers are often requiring specific skills in addition to degrees and transcripts. As students graduate with their Associates, Bachelors, and Graduate degrees, they plan to present these degrees as sufficient evidence of their qualifications. However, there is recent criticism of college degrees as evidence of qualifications. A beneficial alternative for students would be digital badges. A digital badge is a visual representation that signifies a specific achievement with detailed metadata attached. Digital badges in first-year writing courses would benefit students as they develop specific writing and critical thinking skills as prompted by the curriculum. First-year writing digital badges can include: researching, synthesizing, writing process, constructing authority, etc. as deemed appropriate by the instructor. Ultimately, students will display their badges on their resumes, CVs, or any other document verifying their achievements