Files and links (2)
Students as harsh critics: A comparison of student and industry assessment of placement competencies802.52 kB
CC BY V4.0, Open Access
Journal article
Students as harsh critics: a comparison of student and industry assessment of placement competencies
International Journal of Work Integrated Learning, Vol.23(1), pp.1-16
2022
Metrics
81 File views/ downloads
177 Record Views
Abstract
Reflecting on one's performance is a critical aspect of work integrated learning and professional life in general. This project compared 282 business and tourism students' self-assessment of their workplace performance against their industry supervisor's evaluation. The analysis included possible moderator variables such as gender, residential status, level of study and placement type. Overall, supervisors rated the importance of the competencies to their organisation, and the level of attainment of the students on these, higher than the students themselves. Close to half of these ratings, on both measures, were found to be significantly different with no significant interactions revealed. These findings will be used to improve the evaluation form by combining some items, including descriptors, and supporting supervisors and students in its use. This will increase the capacity of students and employers to prepare for, engage in, and extract meaning from their work integrated learning (WIL) experiences.
Details
- Title
- Students as harsh critics: a comparison of student and industry assessment of placement competencies
- Creators
- Sharen Nisbet - Southern Cross UniversityJohn Haw - Southern Cross University, ManagementJulia Caldicott - Southern Cross University, Management
- Publication Details
- International Journal of Work Integrated Learning, Vol.23(1), pp.1-16
- Publisher
- New Zealand Association for Cooperative Education
- Identifiers
- 991012982698602368
- Academic Unit
- Management; Faculty of Business, Law and Arts
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT