Recent shifts in education and labour market policy have resulted in universities being placed under increasing pressure to produce employable graduates. However, contention exists regarding exactly what constitutes employability and which graduate attributes are required to foster employability in tertiary students. This paper argues that in the context of a rapidly changing information- and knowledge-intensive economy, employability involves far more than possession of the generic skills listed by graduate employers as attractive. Rather, for optimal economic and social outcomes, graduates must be able to proactively navigate the world of work and self-manage the career building process. A model of desirable graduate attributes that acknowledges the importance of self-management and career building skills to lifelong career management and enhanced employability is presented. Some important considerations for the implementation of effective university career management programs are then outlined.

The graduate attributes we've overlooked : enhancing graduate employability through career management skills

新書介紹－－Learning as Transformation: Critical Perspectives on a Theory in Progress

Classroom assessment techniques : a handbook for collegeteachers / Thomas A. Angelo, K. Patricia Cross

Climate change education for universities: A conceptual framework from an international study

It is vital to enforce the distinguished assimilation of sustainability entities in higher education (HE) and establish an academia-wide collective curriculum on sustainability in an efficient manner, in order to disseminate and stimulate thoughts with forthcoming generations. The remit of this paper is to document the available literature and map the research landscape into a coherent taxonomy. This research adds to the available literature; moreover, it could also aid in the community comprehension of education in sustainable development (ESD) implementation and/or integration into higher education institutions (HEIs). We perform an attentive search in relation to education sustainable development (ESD) in three relevant electronic databases, namely, Web of Science (WoS), ScienceDirect and IEEE Xplore. The result of the review is a taxonomy that includes 148 articles published between early 2014 and mid-2019 that were then categorized into six classes, namely, the accomplishment of SD, awareness and commitment, evaluation and commentary, structural transformation, course coordination and university management. Additionally, we acknowledge varied involvement from different levels of communities supporting and promoting education to achieve sustainable development (SD).

/pdf/systematic-review-of-education-sustainable-development-in-1j7c9flq.pdf

Systematic Review of Education Sustainable Development in Higher Education Institutions

Organizing reflection to address collective dilemmas: Engaging students and professors with sustainable development in higher education

The Challenge
Finding a sense of authentic self as an institution, a true sense of mission, and the means to live that mission were the central focus of a strategic planning process addressed by the University of Central Oklahoma about fifteen years ago. As the institution grew within a metropolitan-serving mission, the goal to transform students from adolescents to adults and find new potential in their lives led to an exciting journey that is still vibrant and relevant today.
Potential Consequences
The theoretical base provided within transformative learning has helped students, staff, and faculty align efforts.
Description
This case study provides replicable processes and specifics that may help others find a clearer path for fulfilling their mission. The study describes how the University of Central Oklahoma’s (UCO’s) transformative learning focus coalesced and became the point of distinction for a UCO education, helping to ensure that all activity supported our mission—helping students learn.
Reflection
The compelling, lived sense of mission developed from the initial strategic planning process has helped to strengthen the learner-centered culture of the campus while providing a structure that facilitates implementation and assessment.

/pdf/institutionalizing-transformative-learning-the-trees-then-uaxz35tf3g.pdf

Institutionalizing Transformative Learning: The Trees, then the Forest, then the Realization

Education programs at all levels must be able to demonstrate successful program outcomes. Grades alone do not represent a comprehensive measurement methodology for assessing student learning outcomes at either the course or program level. The development and application of assessment rubrics provides an unequivocal measurement methodology to ensure a quality learning experience by providing a foundation for improvement based on qualitative and quantitatively measurable, aggregate course and program outcomes. Learning outcomes are the embodiment of the total learning experience and should incorporate assessment of both qualitative and quantitative program outcomes. The assessment of qualitative measures represents a challenge for educators in any level of a learning program. Nursing provides a unique challenge and opportunity as it is the application of science through the art of caring. Quantification of desired student learning outcomes may be enhanced through the development of assessment rubrics designed to measure quantitative and qualitative aspects of the nursing education and learning process. They provide a mechanism for uniform assessment by nursing faculty of concepts and constructs that are otherwise difficult to describe and measure. A protocol is presented and applied to a doctoral nursing education program with recommendations for application and transformation of the assessment rubric to other education programs. Through application of these specially designed rubrics, all aspects of an education program can be adequately assessed to provide information for program assessment that facilitates the closure of the gap between desired and actual student learning outcomes for any desired educational competency.

/pdf/using-learning-outcome-measures-to-assess-doctoral-nursing-2a5qga7ggp.pdf

Using Learning Outcome Measures to assess Doctoral Nursing Education

Operationalizing Transformative Learning: A Case Study Demonstrating Replicability and Scaling

This overview of the University of Central Oklahoma’s Student Transformative Learning Record initiative describes how the institution operationalizes Transformative Learning, primarily in its undergraduate program, and specifically within online classes. Examples of two faculty assignments in online classes that were associated with Transformative Learning outcomes are described, along with student responses that indicate different levels of advancement toward transformation. Also reported are faculty observations about the institution’s process, specifically and in general, how Transformative Learning translates into the virtual environment.

https://onlineinnovationsjournal.com/download/040d3c503aab7ca9.pdf

Transformative learning in online college courses: process and evidence

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