Evaluating industry-relevant teaching in agriculture using an authentic alignment framework

Abstract

CONTEXT The beef cattle feedlot industry contributes $4.6 billion to the Australian economy annually and directly employs 2000 people (Australian Lot Feeders Association (ALFA), 2019) with recruitment of staff, particularly graduates, a key challenge. A meeting of Meat and Livestock Australia, ALFA and tertiary education providers in 2016 concluded that greater understanding of the industry and career opportunities was needed, as well as the development of graduating students with an understanding of the industry and with industry-relevant skills. Industry exposure, experience and relevance are often left to work placements but, these should also be complemented with traditional academic study to build job competencies (Arnold et al. 1999). To make traditional academic study in higher education more authentic and relevant a framework has been created to align ‘authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real’ activity (Macht & Ball, 2016). In this presentation a 6-credit point Feedlot Management unit was evaluated using the ‘Authentic Alignment’ (AA) framework which was originally designed by Macht & Ball (2016) for entrepreneur skills in higher education. AIM This research aimed to (i) evaluate the authentic alignment of this unit with industry; (ii) pilot a survey to gain feedback from students on their understanding and perceptions of the feedlot industry, and work-readiness to improve the alignment; (iii) create an action plan to increase unit authenticity where required. APPROACH Firstly, the ‘Authentic Alignment Framework’ for entrepreneurship skills (Macht & Ball, 2016) was used as the basis for evaluating the currency and relevance of the material taught in the feedlot management unit, which was originally created in strong conjunction with industry through the Cooperative Research Centre for the Beef and Cattle Industry. Secondly, an online survey using qualitative and quantitative questions was sent to a small number of students who had completed the feedlot management unit for evaluation of their perceived skills and knowledge development within the unit using multiple formats, including online and in person didactic teaching, guest lectures, field trips, and assessments, before full deployment in 2020 (Ethics Approval No. HE19-203). Thirdly, based on evaluation of the framework and student input, an iterative action plan of improvements has been developed for the immediate term, which will be further refined based on results from the full survey. ACTUAL OUTCOMES The framework provided an excellent starting point for evaluation of the unit content and delivery methods. Although only three students completed the online survey their feedback was very positive and constructive. A compulsory residential school and field trips to working feedlots were commonly identified as teaching modes that improved student perceptions of industry and work-readiness. Assessment tasks received the lowest ranking as contributing activities. An iterative action learning plan has been created and has begun to be deployed. CONCLUSIONS & RECOMMENDATIONS Using the AA framework, and pilot responses to the student questionnaire, this unit appears to successfully utilise authentic instruction, with industry and academic teachers who all have practical experience in the field. Authentic learning is delivered by a combination of classroom theory and experiential learning. Visits to working feedlots are a strength of the unit, and there is an opportunity to increase true authenticity for students by reviewing assessment tasks. Further research is needed into how the agricultural sector benefits from engaging with undergraduates, and how delivery of different teaching modes affects student capabilities for work