philippe vande wiele | Bahrain Polytechnic (original) (raw)
Papers by philippe vande wiele
Social Science Research Network, 2021
This paper outlines an educational transition from traditional practical programming tasks into a... more This paper outlines an educational transition from traditional practical programming tasks into a blended/online teaching and learning methodology in a first-year undergraduate programming curriculum. CodeRunner, a free, open-source Moodle plugin for automatic assessment of student code, developed at the University of Canterbury, New Zealand, (Lobb and Harlow, 2016) was used for implementing this blended approach for teaching activities as well as for formative and summative assessments. This study draws on the literature from Laurillard’s Conversational Framework (2012) of 6 types of learning. In this regard, the use of CodeRunner is theoretically framed by outlining its role as an interactive phase of practice as well as a way for teachers to provide timely feedback (Gibbs, 1999; Gibbs, 2005) and follow through on work done by students (McGill, 2017) to motivate learners to effectively engage in their learning. This study identifies the strengths and limitations of the tool and reports on key metrics of students’ success and satisfaction by comparing student cohorts in a traditional practical programming course and one student cohort after the implementation of the plugin.
Social Science Research Network, 2021
This action research explores the transformation of a mobile programming course from a face-to-fa... more This action research explores the transformation of a mobile programming course from a face-to-face delivery, to blended learning, and then online learning due to the COVID-19 pandemic. It uses the Conversational Framework by Laurillard (2013) as its theoretical foundation to investigate how teachers can design and test an optimally effective learning experience. The learning design for mobile programming illustrates an approach that attempts to embrace the best of conventional and digital methods. The use of the online learning activity management system, as a means of capturing and sharing pedagogic approaches, helps identify whether the range of learning activities appropriately covers all learning styles. The study describes strategies, using the flipped classroom model, to overcome the four key challenges of blended learning: incorporating flexibility, stimulating interaction, facilitating students' learning processes, and fostering an affective learning climate. The study also explores, through the lecturers’ perspective, the issues of transitioning to a blended delivery and highlights considerations to increase students’ motivation and reduce the effect of “zoom fatigue”. Results demonstrate that moving to a blended delivery increases the workload for lecturers in the short, medium and long term but has the added benefit of increasing student active/passive learning ratio.
Even though many efforts have been reported worldwide on the matter, the complexity surrounding h... more Even though many efforts have been reported worldwide on the matter, the complexity surrounding how to integrate the goal of graduate employability into current Higher Education practices is a recurring theme of discussion (EUA, 2013; Green et al, 2013; Pegg et al, 2012; Tomlinson, 2012; Drăgan et al., 2012; Lowden et al, 2011; BIS, 2011). Several Teaching and Learning (T&L) practices have been identified and discussed as conducive to employability (BIS, 2011; Pegg et al, 2012). Bahrain Polytechnic, a Higher Education Institution (HEI) in the Arabian Gulf, presents an innovative approach to HE compared to common HE practice in the region with a specific focus on the development of employability in its students driven by the Bahrain Vision 20301. In order to evidence its claim of producing work ready graduates, the institution searches for ways to showcase its practices and results in relation to graduate employability. In light of the fairly recent formal inclusion of employability indicators in national and international accreditation frameworks, HEI’s need to present mechanisms to review and report on their fitness for purpose inclusive of employability (DEEWR, 2010; Miller & Leskes,2005; Gonzales & Wagenaar, 2005, 2008). This study aims to report on T&L practices for employability deployed at the Marketing Major of the Bachelor of Business programme at Bahrain Polytechnic and industry’s feedback on the employability of final year Marketing students. In recognition of the existence of more comprehensive validation frameworks in relation to HEI’s’ fit for purpose, the authors of this study attempt to validate the T&L practices evidenced at Bahrain Polytechnic only in terms of its fitness for purpose towards graduate employability. This validation attempt is built upon triangulating the findings of course documentation evaluation for employability, faculty perception on their intentions in courses towards employability and industry’s feedback on final year students’ employability. Employer’s perception on the employability of soon-to-be graduates are an important and valid yardstick for the quality of output a HEI produces in relation to the validation of HEI’s intentions towards employability (Vande Wiele et al, 2014; Cai, 2013; Tomlinson, 2012; Jackson, 2013). This study is part of the development of a more comprehensive diagnostic mechanism to evaluate a HEI’s address towards employability.
Assuming that higher educational institutions give credence to the goal of employability of its g... more Assuming that higher educational institutions give credence to the goal of employability of its graduates, the adoption of effective Teaching & Learning methodologies towards such an objective is vital to its purposefulness. Problem Based Learning (PBL) has been proposed as an effective option in this regard, yet the literature is divided around whether this effectiveness carries through in terms of transitioning learners of business degrees into the workplace. This paper outlines a detailed case study describing the Associate Consultant (AC) approach used in the capstone course of an undergraduate Marketing qualification. The AC approach shows that it triggers and develops professional behaviours and selfreflection towards the formation of professional identity (PI) by embedding it in the curriculum through an appropriately benchmarked expectation around engagement and the use of a consulting firm as the overarching context to the PBL capstone course. An address of the whole self, collective dialogue, challenging self-perception, abandonment of performance for grades and high interaction with a real client are found to be highly conducive to PI formation. The findings of this paper strengthen the use of a PBL methodology in capstone business courses and it recommends the AC approach as a viable option to transition learners effectively into the world of work.
INTED proceedings, Mar 1, 2022
The international journal of learning in Higher Education, 2018
Testing in New Situations CHAPTER 3 RESEARCH METHODOLOGY "It is true because it works and it work... more Testing in New Situations CHAPTER 3 RESEARCH METHODOLOGY "It is true because it works and it works because it is true." Participant nr Position Tenure Key involvement relevant to this study P1.3 Manager Academic Development Department 3 years Manages institutional academic development processes and policies, governs programme design and development structures and professional development. Liaises with Faculty, Quality Assurance and industry liasons and reports to Senior Management Team Job Placement Department 26 Liaising with career counseling office and academic affairs to place students in authentic learning environments and the inclusion of industry in the transformation process of the institution.
Empowering 21st Century Learners Through Holistic and Enterprising Learning, 2017
Employability has been on the political agenda for over two decades. The role of Higher Education... more Employability has been on the political agenda for over two decades. The role of Higher Education (HE) in the development of employability in its learners is undeniably pertinent and with that, the Higher Education Institutions (HEIs)’ ability to offer an effective developmental process in this regard shapes the current competitive climate in HE. Be it at various levels of priority, employability has furthermore emerged as a formal indicator of quality assurance in national and international accreditation frameworks for HE. Aside from their evaluative purpose, such frameworks also aspire to nurture and support a spirit of continuous improvement to the benefit of the institution, its learners and the larger society they are part of. Even though there is an abundance of literature around employability and HE which indicates the value of a holistic view and subsequent institutional address, this must be advanced to the development of practical tools that address such a holistic approach. A mechanism that simultaneously allows for diagnosing the effectiveness of the developmental process and serves as a pathway for improvement is up to date lacking. Given the importance of employability as a strategic goal for sustainable HE, the formulation of such mechanism is timely. This paper presents the current state of development of a maturity model on how HEIs can tackle employability, viewing this construct from a holistic lens. The paper will also outline future steps in order to further validate the model towards a highly robust quality assurance tool for HE.
Over the last 2 decades employability has worldwide become a key item on the public agenda due to... more Over the last 2 decades employability has worldwide become a key item on the public agenda due to changing labour market requirements and changing career perspectives. This has sparked a strong debate around Higher Educational Institutions " (HEIs) fitness for purpose whereby providers of Higher Education (HE) have been subject to accountability pressures from societal and economic stakeholders alike. Aside of a perhaps required realignment of the HE proposition HEIs provide with the knowledge economy, a larger question arises how a HEI can position itself in a competitive and sustainable manner in the 21 st century Knowledge Society as a value adding entity in this knowledge system. The pertinently growing attention by national and supranational governmental organizations around access to information and knowledge for all undoubtedly impacts the role of HE in this emergent Knowledge Society. This paper aims to explore the proposition of a conceptual framework for sustainable and competitive positioning of a HEI in light of the changed realities the 21 st Century economy has brought forward. The argument made in this paper uses notions of ecosystems, networking and knowledge flow as underpinning theoretical concepts. Particular focus will be drawn to the value and necessity of relationship development and maintenance by HEI " s with their stakeholders in order to be appropriately responsive to the highly dynamic context in which they operate with they eye on short and long term competitiveness and sustainability inclusive of consideration to the social responsibility HE holds in its " raison d " être ". The paper presents a holistic system view of the Knowledge Society catalyzed by HE and highlights embedded interconnected entities interacting and transforming in a dynamic environment. The framework attempts to indicate the potential value of employability as a key-and perhaps the number one-focus for a HEI for the next decades to come for purposeful cultivation of and engagement in synergistic relationships with external stakeholders. This paper aims to spark discussions and research around the development of appropriate society wide knowledge networks catalysed by HEIs as engines for the development of human capital of the 21 st Century.
Avec les nouvelles réalités économiques et sociales du 21ème siècle dans le contexte de l'éme... more Avec les nouvelles réalités économiques et sociales du 21ème siècle dans le contexte de l'émergence de l'économie et de la société du savoir, l'employabilité est devenue un élément majeur de l'agenda politique national et supranational dans le monde entier. De plus, les orientations économiques et sociales de la mondialisation, la mobilité accrue des travailleurs et un accès facilité à l'éducation ont donné lieu à des perspectives de carrière modifiées de sorte que, en ce qui concerne la gestion de carrière, la tâche incombe plutôt à l'individu. L'émergence de l'économie du savoir, notamment, a relancé un débat qui a été latent depuis les années 60 autour de la façon dont les institutions de l'enseignement supérieur contribuent au développement du capital humain nécessaire au progrès social et économique. Même si ceci est reconnu comme un problème depuis des décennies, l'écart entre les besoins du marché du travail actuel et le profil des nouv...
INTED proceedings, Mar 1, 2022
SSRN Electronic Journal, 2021
This action research explores the transformation of a mobile programming course from a face-to-fa... more This action research explores the transformation of a mobile programming course from a face-to-face delivery, to blended learning, and then online learning due to the COVID-19 pandemic. It uses the Conversational Framework by Laurillard (2013) as its theoretical foundation to investigate how teachers can design and test an optimally effective learning experience. The learning design for mobile programming illustrates an approach that attempts to embrace the best of conventional and digital methods. The use of the online learning activity management system, as a means of capturing and sharing pedagogic approaches, helps identify whether the range of learning activities appropriately covers all learning styles. The study describes strategies, using the flipped classroom model, to overcome the four key challenges of blended learning: incorporating flexibility, stimulating interaction, facilitating students' learning processes, and fostering an affective learning climate. The study ...
SSRN Electronic Journal, 2021
This paper outlines an educational transition from traditional practical programming tasks into a... more This paper outlines an educational transition from traditional practical programming tasks into a blended/online teaching and learning methodology in a first-year undergraduate programming curriculum. CodeRunner, a free, open-source Moodle plugin for automatic assessment of student code, developed at the University of Canterbury, New Zealand, (Lobb and Harlow, 2016) was used for implementing this blended approach for teaching activities as well as for formative and summative assessments. This study draws on the literature from Laurillard’s Conversational Framework (2012) of 6 types of learning. In this regard, the use of CodeRunner is theoretically framed by outlining its role as an interactive phase of practice as well as a way for teachers to provide timely feedback (Gibbs, 1999; Gibbs, 2005) and follow through on work done by students (McGill, 2017) to motivate learners to effectively engage in their learning. This study identifies the strengths and limitations of the tool and re...
Avec les nouvelles realites economiques et sociales du 21eme siecle dans le contexte de l'eme... more Avec les nouvelles realites economiques et sociales du 21eme siecle dans le contexte de l'emergence de l'economie et de la societe du savoir, l'employabilite est devenue un element majeur de l'agenda politique national et supranational dans le monde entier. De plus, les orientations economiques et sociales de la mondialisation, la mobilite accrue des travailleurs et un acces facilite a l'education ont donne lieu a des perspectives de carriere modifiees de sorte que, en ce qui concerne la gestion de carriere, la tâche incombe plutot a l'individu. L'emergence de l'economie du savoir, notamment, a relance un debat qui a ete latent depuis les annees 60 autour de la facon dont les institutions de l'enseignement superieur contribuent au developpement du capital humain necessaire au progres social et economique. Meme si ceci est reconnu comme un probleme depuis des decennies, l'ecart entre les besoins du marche du travail actuel et le profil des nouv...
Assuming that higher educational institutions give credence to the goal of employability of its g... more Assuming that higher educational institutions give credence to the goal of employability of its graduates, the adoption of effective Teaching & Learning methodologies towards such an objective is vital to its purposefulness. Problem Based Learning (PBL) has been proposed as an effective option in this regard, yet the literature is divided around whether this effectiveness carries through in terms of transitioning learners of business degrees into the workplace. This paper outlines a detailed case study describing the Associate Consultant (AC) approach used in the capstone course of an undergraduate Marketing qualification. The AC approach shows that it triggers and develops professional behaviours and selfreflection towards the formation of professional identity (PI) by embedding it in the curriculum through an appropriately benchmarked expectation around engagement and the use of a consulting firm as the overarching context to the PBL capstone course. An address of the whole self, ...
Over the last 2 decades employability has worldwide become a key item on the public agenda due to... more Over the last 2 decades employability has worldwide become a key item on the public agenda due to changing labour market requirements and changing career perspectives. This has sparked a strong debate around Higher Educational Institutions " (HEIs) fitness for purpose whereby providers of Higher Education (HE) have been subject to accountability pressures from societal and economic stakeholders alike. Aside of a perhaps required realignment of the HE proposition HEIs provide with the knowledge economy, a larger question arises how a HEI can position itself in a competitive and sustainable manner in the 21 st century Knowledge Society as a value adding entity in this knowledge system. The pertinently growing attention by national and supranational governmental organizations around access to information and knowledge for all undoubtedly impacts the role of HE in this emergent Knowledge Society. This paper aims to explore the proposition of a conceptual framework for sustainable and competitive positioning of a HEI in light of the changed realities the 21 st Century economy has brought forward. The argument made in this paper uses notions of ecosystems, networking and knowledge flow as underpinning theoretical concepts. Particular focus will be drawn to the value and necessity of relationship development and maintenance by HEI " s with their stakeholders in order to be appropriately responsive to the highly dynamic context in which they operate with they eye on short and long term competitiveness and sustainability inclusive of consideration to the social responsibility HE holds in its " raison d " être ". The paper presents a holistic system view of the Knowledge Society catalyzed by HE and highlights embedded interconnected entities interacting and transforming in a dynamic environment. The framework attempts to indicate the potential value of employability as a key-and perhaps the number one-focus for a HEI for the next decades to come for purposeful cultivation of and engagement in synergistic relationships with external stakeholders. This paper aims to spark discussions and research around the development of appropriate society wide knowledge networks catalysed by HEIs as engines for the development of human capital of the 21 st Century.
Even though many efforts have been reported worldwide on the matter, the complexity surrounding h... more Even though many efforts have been reported worldwide on the matter, the complexity surrounding how to integrate the goal of graduate employability into current Higher Education practices is a recurring theme of discussion (EUA, 2013; Green et al, 2013; Pegg et al, 2012; Tomlinson, 2012; Drăgan et al., 2012; Lowden et al, 2011; BIS, 2011). Several Teaching and Learning (T&L) practices have been identified and discussed as conducive to employability (BIS, 2011; Pegg et al, 2012). Bahrain Polytechnic, a Higher Education Institution (HEI) in the Arabian Gulf, presents an innovative approach to HE compared to common HE practice in the region with a specific focus on the development of employability in its students driven by the Bahrain Vision 20301. In order to evidence its claim of producing work ready graduates, the institution searches for ways to showcase its practices and results in relation to graduate employability. In light of the fairly recent formal inclusion of employability indicators in national and international accreditation frameworks, HEI’s need to present mechanisms to review and report on their fitness for purpose inclusive of employability (DEEWR, 2010; Miller & Leskes,2005; Gonzales & Wagenaar, 2005, 2008). This study aims to report on T&L practices for employability deployed at the Marketing Major of the Bachelor of Business programme at Bahrain Polytechnic and industry’s feedback on the employability of final year Marketing students. In recognition of the existence of more comprehensive validation frameworks in relation to HEI’s’ fit for purpose, the authors of this study attempt to validate the T&L practices evidenced at Bahrain Polytechnic only in terms of its fitness for purpose towards graduate employability. This validation attempt is built upon triangulating the findings of course documentation evaluation for employability, faculty perception on their intentions in courses towards employability and industry’s feedback on final year students’ employability. Employer’s perception on the employability of soon-to-be graduates are an important and valid yardstick for the quality of output a HEI produces in relation to the validation of HEI’s intentions towards employability (Vande Wiele et al, 2014; Cai, 2013; Tomlinson, 2012; Jackson, 2013). This study is part of the development of a more comprehensive diagnostic mechanism to evaluate a HEI’s address towards employability.
The International Journal of Learning in Higher Education
The International Journal of Learning in Higher Education
Worldwide, graduate employability stands high on the agenda of many governments, making it a form... more Worldwide, graduate employability stands high on the agenda of many governments, making it a formal quality indicator in the evaluation of purposeful higher education (HE) with regards to the transformation of students into employable graduates. Traditional approaches to HE are found to fall short in developing employable graduates for the 21 st Century labour market. The potential of future employment is furthermore a strong indicator of the learners' choice of which higher educational institute (HEI) they aspire association with for their professional development. Even though many efforts are documented on how employability can be addressed, research on the development of a diagnostic framework to evaluate a HEI on the matter is rather scarce and therefore timely. This conceptual paper proposes such a framework by identifying relevant actors involved, the activities that are conducive to this transformation and their outputs. The approach to the development of the framework will furthermore include principles of maturity modeling in order to recognize the different stages at which HEI's may be in addressing employability by identifying what is fundamental as a starting point and what are more advanced factors to consider moving forward. The aim of this paper is to explore the development of a roadmap to help HEI's that are currently faced with this need for change by proposing the Employability Development and Assessment Maturity Model (EDAMM).
Social Science Research Network, 2021
This paper outlines an educational transition from traditional practical programming tasks into a... more This paper outlines an educational transition from traditional practical programming tasks into a blended/online teaching and learning methodology in a first-year undergraduate programming curriculum. CodeRunner, a free, open-source Moodle plugin for automatic assessment of student code, developed at the University of Canterbury, New Zealand, (Lobb and Harlow, 2016) was used for implementing this blended approach for teaching activities as well as for formative and summative assessments. This study draws on the literature from Laurillard’s Conversational Framework (2012) of 6 types of learning. In this regard, the use of CodeRunner is theoretically framed by outlining its role as an interactive phase of practice as well as a way for teachers to provide timely feedback (Gibbs, 1999; Gibbs, 2005) and follow through on work done by students (McGill, 2017) to motivate learners to effectively engage in their learning. This study identifies the strengths and limitations of the tool and reports on key metrics of students’ success and satisfaction by comparing student cohorts in a traditional practical programming course and one student cohort after the implementation of the plugin.
Social Science Research Network, 2021
This action research explores the transformation of a mobile programming course from a face-to-fa... more This action research explores the transformation of a mobile programming course from a face-to-face delivery, to blended learning, and then online learning due to the COVID-19 pandemic. It uses the Conversational Framework by Laurillard (2013) as its theoretical foundation to investigate how teachers can design and test an optimally effective learning experience. The learning design for mobile programming illustrates an approach that attempts to embrace the best of conventional and digital methods. The use of the online learning activity management system, as a means of capturing and sharing pedagogic approaches, helps identify whether the range of learning activities appropriately covers all learning styles. The study describes strategies, using the flipped classroom model, to overcome the four key challenges of blended learning: incorporating flexibility, stimulating interaction, facilitating students' learning processes, and fostering an affective learning climate. The study also explores, through the lecturers’ perspective, the issues of transitioning to a blended delivery and highlights considerations to increase students’ motivation and reduce the effect of “zoom fatigue”. Results demonstrate that moving to a blended delivery increases the workload for lecturers in the short, medium and long term but has the added benefit of increasing student active/passive learning ratio.
Even though many efforts have been reported worldwide on the matter, the complexity surrounding h... more Even though many efforts have been reported worldwide on the matter, the complexity surrounding how to integrate the goal of graduate employability into current Higher Education practices is a recurring theme of discussion (EUA, 2013; Green et al, 2013; Pegg et al, 2012; Tomlinson, 2012; Drăgan et al., 2012; Lowden et al, 2011; BIS, 2011). Several Teaching and Learning (T&L) practices have been identified and discussed as conducive to employability (BIS, 2011; Pegg et al, 2012). Bahrain Polytechnic, a Higher Education Institution (HEI) in the Arabian Gulf, presents an innovative approach to HE compared to common HE practice in the region with a specific focus on the development of employability in its students driven by the Bahrain Vision 20301. In order to evidence its claim of producing work ready graduates, the institution searches for ways to showcase its practices and results in relation to graduate employability. In light of the fairly recent formal inclusion of employability indicators in national and international accreditation frameworks, HEI’s need to present mechanisms to review and report on their fitness for purpose inclusive of employability (DEEWR, 2010; Miller & Leskes,2005; Gonzales & Wagenaar, 2005, 2008). This study aims to report on T&L practices for employability deployed at the Marketing Major of the Bachelor of Business programme at Bahrain Polytechnic and industry’s feedback on the employability of final year Marketing students. In recognition of the existence of more comprehensive validation frameworks in relation to HEI’s’ fit for purpose, the authors of this study attempt to validate the T&L practices evidenced at Bahrain Polytechnic only in terms of its fitness for purpose towards graduate employability. This validation attempt is built upon triangulating the findings of course documentation evaluation for employability, faculty perception on their intentions in courses towards employability and industry’s feedback on final year students’ employability. Employer’s perception on the employability of soon-to-be graduates are an important and valid yardstick for the quality of output a HEI produces in relation to the validation of HEI’s intentions towards employability (Vande Wiele et al, 2014; Cai, 2013; Tomlinson, 2012; Jackson, 2013). This study is part of the development of a more comprehensive diagnostic mechanism to evaluate a HEI’s address towards employability.
Assuming that higher educational institutions give credence to the goal of employability of its g... more Assuming that higher educational institutions give credence to the goal of employability of its graduates, the adoption of effective Teaching & Learning methodologies towards such an objective is vital to its purposefulness. Problem Based Learning (PBL) has been proposed as an effective option in this regard, yet the literature is divided around whether this effectiveness carries through in terms of transitioning learners of business degrees into the workplace. This paper outlines a detailed case study describing the Associate Consultant (AC) approach used in the capstone course of an undergraduate Marketing qualification. The AC approach shows that it triggers and develops professional behaviours and selfreflection towards the formation of professional identity (PI) by embedding it in the curriculum through an appropriately benchmarked expectation around engagement and the use of a consulting firm as the overarching context to the PBL capstone course. An address of the whole self, collective dialogue, challenging self-perception, abandonment of performance for grades and high interaction with a real client are found to be highly conducive to PI formation. The findings of this paper strengthen the use of a PBL methodology in capstone business courses and it recommends the AC approach as a viable option to transition learners effectively into the world of work.
INTED proceedings, Mar 1, 2022
The international journal of learning in Higher Education, 2018
Testing in New Situations CHAPTER 3 RESEARCH METHODOLOGY "It is true because it works and it work... more Testing in New Situations CHAPTER 3 RESEARCH METHODOLOGY "It is true because it works and it works because it is true." Participant nr Position Tenure Key involvement relevant to this study P1.3 Manager Academic Development Department 3 years Manages institutional academic development processes and policies, governs programme design and development structures and professional development. Liaises with Faculty, Quality Assurance and industry liasons and reports to Senior Management Team Job Placement Department 26 Liaising with career counseling office and academic affairs to place students in authentic learning environments and the inclusion of industry in the transformation process of the institution.
Empowering 21st Century Learners Through Holistic and Enterprising Learning, 2017
Employability has been on the political agenda for over two decades. The role of Higher Education... more Employability has been on the political agenda for over two decades. The role of Higher Education (HE) in the development of employability in its learners is undeniably pertinent and with that, the Higher Education Institutions (HEIs)’ ability to offer an effective developmental process in this regard shapes the current competitive climate in HE. Be it at various levels of priority, employability has furthermore emerged as a formal indicator of quality assurance in national and international accreditation frameworks for HE. Aside from their evaluative purpose, such frameworks also aspire to nurture and support a spirit of continuous improvement to the benefit of the institution, its learners and the larger society they are part of. Even though there is an abundance of literature around employability and HE which indicates the value of a holistic view and subsequent institutional address, this must be advanced to the development of practical tools that address such a holistic approach. A mechanism that simultaneously allows for diagnosing the effectiveness of the developmental process and serves as a pathway for improvement is up to date lacking. Given the importance of employability as a strategic goal for sustainable HE, the formulation of such mechanism is timely. This paper presents the current state of development of a maturity model on how HEIs can tackle employability, viewing this construct from a holistic lens. The paper will also outline future steps in order to further validate the model towards a highly robust quality assurance tool for HE.
Over the last 2 decades employability has worldwide become a key item on the public agenda due to... more Over the last 2 decades employability has worldwide become a key item on the public agenda due to changing labour market requirements and changing career perspectives. This has sparked a strong debate around Higher Educational Institutions " (HEIs) fitness for purpose whereby providers of Higher Education (HE) have been subject to accountability pressures from societal and economic stakeholders alike. Aside of a perhaps required realignment of the HE proposition HEIs provide with the knowledge economy, a larger question arises how a HEI can position itself in a competitive and sustainable manner in the 21 st century Knowledge Society as a value adding entity in this knowledge system. The pertinently growing attention by national and supranational governmental organizations around access to information and knowledge for all undoubtedly impacts the role of HE in this emergent Knowledge Society. This paper aims to explore the proposition of a conceptual framework for sustainable and competitive positioning of a HEI in light of the changed realities the 21 st Century economy has brought forward. The argument made in this paper uses notions of ecosystems, networking and knowledge flow as underpinning theoretical concepts. Particular focus will be drawn to the value and necessity of relationship development and maintenance by HEI " s with their stakeholders in order to be appropriately responsive to the highly dynamic context in which they operate with they eye on short and long term competitiveness and sustainability inclusive of consideration to the social responsibility HE holds in its " raison d " être ". The paper presents a holistic system view of the Knowledge Society catalyzed by HE and highlights embedded interconnected entities interacting and transforming in a dynamic environment. The framework attempts to indicate the potential value of employability as a key-and perhaps the number one-focus for a HEI for the next decades to come for purposeful cultivation of and engagement in synergistic relationships with external stakeholders. This paper aims to spark discussions and research around the development of appropriate society wide knowledge networks catalysed by HEIs as engines for the development of human capital of the 21 st Century.
Avec les nouvelles réalités économiques et sociales du 21ème siècle dans le contexte de l'éme... more Avec les nouvelles réalités économiques et sociales du 21ème siècle dans le contexte de l'émergence de l'économie et de la société du savoir, l'employabilité est devenue un élément majeur de l'agenda politique national et supranational dans le monde entier. De plus, les orientations économiques et sociales de la mondialisation, la mobilité accrue des travailleurs et un accès facilité à l'éducation ont donné lieu à des perspectives de carrière modifiées de sorte que, en ce qui concerne la gestion de carrière, la tâche incombe plutôt à l'individu. L'émergence de l'économie du savoir, notamment, a relancé un débat qui a été latent depuis les années 60 autour de la façon dont les institutions de l'enseignement supérieur contribuent au développement du capital humain nécessaire au progrès social et économique. Même si ceci est reconnu comme un problème depuis des décennies, l'écart entre les besoins du marché du travail actuel et le profil des nouv...
INTED proceedings, Mar 1, 2022
SSRN Electronic Journal, 2021
This action research explores the transformation of a mobile programming course from a face-to-fa... more This action research explores the transformation of a mobile programming course from a face-to-face delivery, to blended learning, and then online learning due to the COVID-19 pandemic. It uses the Conversational Framework by Laurillard (2013) as its theoretical foundation to investigate how teachers can design and test an optimally effective learning experience. The learning design for mobile programming illustrates an approach that attempts to embrace the best of conventional and digital methods. The use of the online learning activity management system, as a means of capturing and sharing pedagogic approaches, helps identify whether the range of learning activities appropriately covers all learning styles. The study describes strategies, using the flipped classroom model, to overcome the four key challenges of blended learning: incorporating flexibility, stimulating interaction, facilitating students' learning processes, and fostering an affective learning climate. The study ...
SSRN Electronic Journal, 2021
This paper outlines an educational transition from traditional practical programming tasks into a... more This paper outlines an educational transition from traditional practical programming tasks into a blended/online teaching and learning methodology in a first-year undergraduate programming curriculum. CodeRunner, a free, open-source Moodle plugin for automatic assessment of student code, developed at the University of Canterbury, New Zealand, (Lobb and Harlow, 2016) was used for implementing this blended approach for teaching activities as well as for formative and summative assessments. This study draws on the literature from Laurillard’s Conversational Framework (2012) of 6 types of learning. In this regard, the use of CodeRunner is theoretically framed by outlining its role as an interactive phase of practice as well as a way for teachers to provide timely feedback (Gibbs, 1999; Gibbs, 2005) and follow through on work done by students (McGill, 2017) to motivate learners to effectively engage in their learning. This study identifies the strengths and limitations of the tool and re...
Avec les nouvelles realites economiques et sociales du 21eme siecle dans le contexte de l'eme... more Avec les nouvelles realites economiques et sociales du 21eme siecle dans le contexte de l'emergence de l'economie et de la societe du savoir, l'employabilite est devenue un element majeur de l'agenda politique national et supranational dans le monde entier. De plus, les orientations economiques et sociales de la mondialisation, la mobilite accrue des travailleurs et un acces facilite a l'education ont donne lieu a des perspectives de carriere modifiees de sorte que, en ce qui concerne la gestion de carriere, la tâche incombe plutot a l'individu. L'emergence de l'economie du savoir, notamment, a relance un debat qui a ete latent depuis les annees 60 autour de la facon dont les institutions de l'enseignement superieur contribuent au developpement du capital humain necessaire au progres social et economique. Meme si ceci est reconnu comme un probleme depuis des decennies, l'ecart entre les besoins du marche du travail actuel et le profil des nouv...
Assuming that higher educational institutions give credence to the goal of employability of its g... more Assuming that higher educational institutions give credence to the goal of employability of its graduates, the adoption of effective Teaching & Learning methodologies towards such an objective is vital to its purposefulness. Problem Based Learning (PBL) has been proposed as an effective option in this regard, yet the literature is divided around whether this effectiveness carries through in terms of transitioning learners of business degrees into the workplace. This paper outlines a detailed case study describing the Associate Consultant (AC) approach used in the capstone course of an undergraduate Marketing qualification. The AC approach shows that it triggers and develops professional behaviours and selfreflection towards the formation of professional identity (PI) by embedding it in the curriculum through an appropriately benchmarked expectation around engagement and the use of a consulting firm as the overarching context to the PBL capstone course. An address of the whole self, ...
Over the last 2 decades employability has worldwide become a key item on the public agenda due to... more Over the last 2 decades employability has worldwide become a key item on the public agenda due to changing labour market requirements and changing career perspectives. This has sparked a strong debate around Higher Educational Institutions " (HEIs) fitness for purpose whereby providers of Higher Education (HE) have been subject to accountability pressures from societal and economic stakeholders alike. Aside of a perhaps required realignment of the HE proposition HEIs provide with the knowledge economy, a larger question arises how a HEI can position itself in a competitive and sustainable manner in the 21 st century Knowledge Society as a value adding entity in this knowledge system. The pertinently growing attention by national and supranational governmental organizations around access to information and knowledge for all undoubtedly impacts the role of HE in this emergent Knowledge Society. This paper aims to explore the proposition of a conceptual framework for sustainable and competitive positioning of a HEI in light of the changed realities the 21 st Century economy has brought forward. The argument made in this paper uses notions of ecosystems, networking and knowledge flow as underpinning theoretical concepts. Particular focus will be drawn to the value and necessity of relationship development and maintenance by HEI " s with their stakeholders in order to be appropriately responsive to the highly dynamic context in which they operate with they eye on short and long term competitiveness and sustainability inclusive of consideration to the social responsibility HE holds in its " raison d " être ". The paper presents a holistic system view of the Knowledge Society catalyzed by HE and highlights embedded interconnected entities interacting and transforming in a dynamic environment. The framework attempts to indicate the potential value of employability as a key-and perhaps the number one-focus for a HEI for the next decades to come for purposeful cultivation of and engagement in synergistic relationships with external stakeholders. This paper aims to spark discussions and research around the development of appropriate society wide knowledge networks catalysed by HEIs as engines for the development of human capital of the 21 st Century.
Even though many efforts have been reported worldwide on the matter, the complexity surrounding h... more Even though many efforts have been reported worldwide on the matter, the complexity surrounding how to integrate the goal of graduate employability into current Higher Education practices is a recurring theme of discussion (EUA, 2013; Green et al, 2013; Pegg et al, 2012; Tomlinson, 2012; Drăgan et al., 2012; Lowden et al, 2011; BIS, 2011). Several Teaching and Learning (T&L) practices have been identified and discussed as conducive to employability (BIS, 2011; Pegg et al, 2012). Bahrain Polytechnic, a Higher Education Institution (HEI) in the Arabian Gulf, presents an innovative approach to HE compared to common HE practice in the region with a specific focus on the development of employability in its students driven by the Bahrain Vision 20301. In order to evidence its claim of producing work ready graduates, the institution searches for ways to showcase its practices and results in relation to graduate employability. In light of the fairly recent formal inclusion of employability indicators in national and international accreditation frameworks, HEI’s need to present mechanisms to review and report on their fitness for purpose inclusive of employability (DEEWR, 2010; Miller & Leskes,2005; Gonzales & Wagenaar, 2005, 2008). This study aims to report on T&L practices for employability deployed at the Marketing Major of the Bachelor of Business programme at Bahrain Polytechnic and industry’s feedback on the employability of final year Marketing students. In recognition of the existence of more comprehensive validation frameworks in relation to HEI’s’ fit for purpose, the authors of this study attempt to validate the T&L practices evidenced at Bahrain Polytechnic only in terms of its fitness for purpose towards graduate employability. This validation attempt is built upon triangulating the findings of course documentation evaluation for employability, faculty perception on their intentions in courses towards employability and industry’s feedback on final year students’ employability. Employer’s perception on the employability of soon-to-be graduates are an important and valid yardstick for the quality of output a HEI produces in relation to the validation of HEI’s intentions towards employability (Vande Wiele et al, 2014; Cai, 2013; Tomlinson, 2012; Jackson, 2013). This study is part of the development of a more comprehensive diagnostic mechanism to evaluate a HEI’s address towards employability.
The International Journal of Learning in Higher Education
The International Journal of Learning in Higher Education
Worldwide, graduate employability stands high on the agenda of many governments, making it a form... more Worldwide, graduate employability stands high on the agenda of many governments, making it a formal quality indicator in the evaluation of purposeful higher education (HE) with regards to the transformation of students into employable graduates. Traditional approaches to HE are found to fall short in developing employable graduates for the 21 st Century labour market. The potential of future employment is furthermore a strong indicator of the learners' choice of which higher educational institute (HEI) they aspire association with for their professional development. Even though many efforts are documented on how employability can be addressed, research on the development of a diagnostic framework to evaluate a HEI on the matter is rather scarce and therefore timely. This conceptual paper proposes such a framework by identifying relevant actors involved, the activities that are conducive to this transformation and their outputs. The approach to the development of the framework will furthermore include principles of maturity modeling in order to recognize the different stages at which HEI's may be in addressing employability by identifying what is fundamental as a starting point and what are more advanced factors to consider moving forward. The aim of this paper is to explore the development of a roadmap to help HEI's that are currently faced with this need for change by proposing the Employability Development and Assessment Maturity Model (EDAMM).
As part of the strategic plan to realize an alternative to an oil-dependent economy, the Gulf Sta... more As part of the strategic plan to realize an alternative to an oil-dependent economy, the Gulf States have taken strong strides towards reviewing the role of Higher Education (HE) in building the workforce for the future. An Innovative and creative workforce is considered as a sine qua non to build a more diversified economy of regional and global competitive calibre. Bahrain Polytechnic, as one of the regional pioneers in terms of deploying Student Centered Learning (SCL) and Problem Based Learning (PBL) in HE, aspires to develop creative problem solvers with the innovative potential to drive the envisioned economic transformation of the Kingdom of Bahrain. Through its Teaching and Learning (T&L) philosophy it aims to create independent and critical minds that can think outside the box to address the challenges of the 21st Century Economy. This paper presents a case study on how Bahrain Polytechnic realizes its transformation process with particular attention to direct and organic development of creative thinking, initiative and enterprise. The result of this process is sketched by means of responses from graduates of the Bachelor of Business Marketing Major program. The findings illuminate the potential of a SCL and PBL curriculum aligned with employability for the 21st Century to awaken the creative and innovative potential in young adults and the confidence and strategic acumen to deploy this in their future careers. The findings of the paper hope to highlight the importance of an appropriate T&L practice in HE towards the development of a creative and innovative workforce for the 21st Century Economy.