A case study of employees\u27 motivation to participate in a workplace language and literacy program

The reasons why non-English speaking background (NESB) shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation to participate are relative unknowns. This study investigates NESB shopfloor employees\u27 motivation to participate in a Communication Skills Development Program (CSDP) course and the factors that affected their motivation. An inductive analysis of findings revealed that all of the employees participated in one of the CSDP courses for a variety of pre-determined life-specific reasons. These reasons are represented by three main categories of goals (i.e., \u27Self-improvement through language and literacy development\u27, \u27Work\u27, \u27Outside work\u27). Of these goals, all of the employees reported \u27Self-improvement through language and literacy development\u27 as the underlying reason why they participated in one of the CSDP courses. Further, each employee reported a language/literacy practice that is peculiar to all of his/her goals and most sub-goals. An extended analysis of the employees\u27 motivation to participate identified the employees as being \u27transactional-\u27, \u27vocational-\u27, \u27fellowship-\u27, \u27social camaraderie-\u27 and/or \u27self-satisfaction- oriented\u27 learners. Findings also revealed that a variety of \u27personal\u27, \u27course-related\u27 and \u27context-related\u27 factors either positively or adversely affected the employees\u27 motivation to participate. A qualitative case study design was implemented. Data was collected through interviews, observations, field notes and the review of artifacts. Data was inductively analysed by classifying patterns of relationships into categories that represent the employees\u27 motivation to participate and factors that affected their motivation. ii This study\u27s findings have implications for theory and practice. At a theoretical level, these findings add to the existing theoretical understanding of why English as second language adults participate in workplace language and literacy classes and the factors that affect their motivation. At a practice level, these findings illustrate the need for Food Products management and program teachers to have an understanding of the reasons \u27why\u27 NESB shopfloor employees participate in workplace language and literacy classes and the factors that affect their motivation. For with such an understanding, first, Food Products management will be able to implement organisational practices that positively affect the employees\u27 motivation to participate in future CSDP classes. Second, teachers will be able to assist the employees to set realistic goals, and design and implement course content that assists the employees to attain these goals.. For it is when employees attain their goals that they will form and hold positive perceptions of the course in which they participate

Novices no longer : computer education for rural adults

This paper reports on &quot;Introduction to Computer&quot; classes conducted in Ballarat, Victoria as part of Adult Learners\u27 Week, 2002. It outlines the background to the classes, topics covered, participants\u27 reflections and further actions taken. The paper reveals the social and learning outcomes experienced by adults who participated in the computer classes. In addition, it explains the role of Graduate Diploma, Secondary, Information Technology Education students in planning and evaluating their teaching practice.<br /

Diversity: A longitudinal study of how student diversity relates to resilience and successful progression in a new generation university

This project used the voices of diverse cohorts of students to describe their learning journeys as they progressed through the later years of their degree and into the workforce. The project combined quantitative data from a large student sample with qualitative data from a series of case study narratives to document the students’ perceptions about their learning experiences, the factors underpinning progression in their studies and their transition into the workplace. The project has attempted to answer the question: does diversity matter? Do students of different diversities progress differently, and are there differences in the factors enhancing progression and developing resilience that can be linked directly to diversity? In this project, successful students are those who have completed first year and have progressed to their second or final year of their undergraduate degree. The rationale for the study arose from: • the need for institutional policies and practices to better reflect the increased student diversity they serve • our lack of knowledge about how the behaviours and strategies that diverse students use translate into resilience and progression to graduation and into the workforce • the importance of understanding the diverse ways those successful students navigate through their learning journey, often in the face of multiple responsibilities and commitments..

Proposed Principles for Promoting Pre-service Teacher Transfer of Group-based Learning to the Classroom: A Discussion Paper

The effective ‘transfer’ of knowledge and skills from university to the workplace is of global interest, yet this area of inquiry lacks research. Teacher educators, for example, require information on how to advance pre-service teachers’ transfer of group-based learning to the primary school classroom (Scott & Baker, 2003). Group-based learning (GBL) is a valued means of developing learners’ group work, personal attributes and interpersonal skills, and in the case pre-service teachers their professional skills.. Graduate teachers do not necessarily generalise GBL pedagogy to the classroom. This discussion paper draws from a qualitative case study that examined this pedagogy in a pre-service teacher education program at a University. The case study revealed three core GBL issues: ‘consistency and coherence’; ‘equity and fairness’; ‘pragmatism and adding value’. This paper proposes four principles of effective transfer and examines how, in relation to these three issues, these principles can promote effective transfer

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored preservice teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

Enabling Group-Based Learning in Teacher Education: A Case Study of Student Experience

“Teacher education ill prepares pre-service teachers for the classroom.” Research conducted in a teacher education program at Edith Cowan University (ECU) responded to this criticism. This longitudinal case study selected group work (i.e., group-based learning) to investigate the quality of its teacher education program. Phase one explored teacher educators\u27 perceptions of group-based learning. Phase two explored pre-service teachers\u27 perceptions and experience of group-based learning. This phase used student ‘voice’ (i.e., through focus groups, confirmed field notes, summary sheets) to convey their ideas and experiences when studying in a group and/or implementing group-based learning in the classroom. This paper discusses phase two findings which show the importance of consistency and coherence in understanding group-based learning principles and practices, and the broad ‘conditions’ and ‘actions’ that enable meaningful learning. The research has enabled ECU teacher educators to enhance the quality of the teacher education program

Alternative entry programs to university for mature age students: program characteristics that encourage or inhibit mature student participation

Deposited with permission of the author. © 2005 Dr. Marguerite Cullity.Australia has a long history of accepting unmatriculated, return-to-study and equity group mature age learners into undergraduate courses. Universities enrol mature age students on the basis of, for example, their equity background, prior learning, work experiences, scores on a mature age entrance test, or results in an alternative entry program. This study examined the nature and outcomes of four alternative entry programs (AEPs) to higher education for mature age learners (21 years plus). Alternative entry programs provide mature age students with a way to explore their academic aptitude for, and confidence to, study. Prior to this research there was a lack of knowledge regarding the characteristics and outcomes of AEPs for mature age students. In addition, there was no study that examined a series of AEPs to show the relationship between AEP characteristics and learner outcomes. The inquiry addresses this shortfall. The project takes a qualitative case study approach. It provides a way of understanding the uniqueness, particularities and complexities of four AEPs for Australian resident mature age learners. The inquiry indicates implications of current policy and practices. Also it considers ways to advance program characteristics and outcomes. Finally, the data generated a framework that reveals i) how aspects of AEP management and design interact with mature learner characteristics; and ii) how these elements either encourage or inhibit mature age student to participate in a program. The research finding challenge, first, government policy makers, university managers, and AEP staff to consider the nature of an institution’s alternative entry course. It also shows how AEP management and design can affect mature age student participation. The project reveals that the nature of an AEP is determined by a coalescing of institutional, government and, sometimes, community attitudes and initiatives

Enhancing the first year experience in higher education: Curriculum innovation and the student learning journey

An academically cohesive, relevant, and rigorous undergraduate curriculum is required to retain, sustain, and graduate knowledgeable, professional, and valued citizens. Cognisant of this, staff at Edith Cowan University have co-constructed Curriculum 2012, an undergraduate curriculum framework which enables student transition to higher education and university life. Central to this curriculum innovation is the notion of ‘learning journey’ - a university-wide developmental and cohesive approach to learning, teaching and assessment. Curriculum 2012 authors sourced higher education and FYE literature and utilized this to design, plan, and justify the philosophies, principles and practices that direct Curriculum 2012. This paper describes Curriculum 2012 and demonstrates through the literature why and how these features were designed to enhance FYE for commencing students. FYE is located within the three key features of ECU’s curriculum framework: Employability Oriented; Student Focused Environment; Learner-Centred Teaching. The paper concludes with an overview of the curriculum implementation to enhance FYE