File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Building professional skills through peer group assessment: A case of a university-industry partnership programme

TitleBuilding professional skills through peer group assessment: A case of a university-industry partnership programme
Authors
KeywordsContinuous professional development
Peer assessment
University-industry partnership
Issue Date2010
PublisherCommon Ground. The Journal's web site is located at http://www.socialsciences-journal.com
Citation
International Journal Of Interdisciplinary Social Sciences, 2010, v. 5 n. 4, p. 409-417 How to Cite?
AbstractThere has been growing demand for continuous improvements in the workplace to meet the needs of the knowledge economy of the twenty-first century in Hong Kong. Full-time employees are being challenged by greater demands on quality and the introduction of new practices mediated by the use of new technologies. To review what they have been practising, employers may consider promoting employee development through a partnership with universities. This paper discusses a feasibility study of the learning experiences of an employee development partnership course, 'Basic Apparel Construction', run by a university in Hong Kong. The course was structured as a mix of learning modes, with interactive lectures and practice-based workshops; this aimed to match employees with different work experiences and with different roles and responsibilities in a company. With 56 in-service students selected from over 500 staff, conventional lectures were modified so that they were given practical tasks to work on while theories were introduced. Students were also given multiple opportunities to provide peer feedback in the practice-based workshops and end-of-course project. As observed, these students required some time to adopt critical reflective practice during the course. Nevertheless, they were not hindered but rather were ready to review their current practice through the exercises when they reviewed both the basic concepts and the introduction of new technology. A paper-based survey was conducted when the course was finished. Results indicate that full-time employees benefit from this type of partnership scheme, particularly when they could make the connection between their work and the theories and with multiple opportunities to practise peer-group assessment. © Common Ground, Paula Hodgson, Lai Kuen Chan, All Rights Reserved.
Persistent Identifierhttp://hdl.handle.net/10722/129913
ISSN
2015 SCImago Journal Rankings: 0.104
References

 

DC FieldValueLanguage
dc.contributor.authorHodgson, Pen_HK
dc.contributor.authorChan, LKen_HK
dc.date.accessioned2010-12-23T08:44:21Z-
dc.date.available2010-12-23T08:44:21Z-
dc.date.issued2010en_HK
dc.identifier.citationInternational Journal Of Interdisciplinary Social Sciences, 2010, v. 5 n. 4, p. 409-417en_HK
dc.identifier.issn1833-1882en_HK
dc.identifier.urihttp://hdl.handle.net/10722/129913-
dc.description.abstractThere has been growing demand for continuous improvements in the workplace to meet the needs of the knowledge economy of the twenty-first century in Hong Kong. Full-time employees are being challenged by greater demands on quality and the introduction of new practices mediated by the use of new technologies. To review what they have been practising, employers may consider promoting employee development through a partnership with universities. This paper discusses a feasibility study of the learning experiences of an employee development partnership course, 'Basic Apparel Construction', run by a university in Hong Kong. The course was structured as a mix of learning modes, with interactive lectures and practice-based workshops; this aimed to match employees with different work experiences and with different roles and responsibilities in a company. With 56 in-service students selected from over 500 staff, conventional lectures were modified so that they were given practical tasks to work on while theories were introduced. Students were also given multiple opportunities to provide peer feedback in the practice-based workshops and end-of-course project. As observed, these students required some time to adopt critical reflective practice during the course. Nevertheless, they were not hindered but rather were ready to review their current practice through the exercises when they reviewed both the basic concepts and the introduction of new technology. A paper-based survey was conducted when the course was finished. Results indicate that full-time employees benefit from this type of partnership scheme, particularly when they could make the connection between their work and the theories and with multiple opportunities to practise peer-group assessment. © Common Ground, Paula Hodgson, Lai Kuen Chan, All Rights Reserved.en_HK
dc.languageengen_US
dc.publisherCommon Ground. The Journal's web site is located at http://www.socialsciences-journal.comen_HK
dc.relation.ispartofInternational Journal of Interdisciplinary Social Sciencesen_HK
dc.subjectContinuous professional developmenten_HK
dc.subjectPeer assessmenten_HK
dc.subjectUniversity-industry partnershipen_HK
dc.titleBuilding professional skills through peer group assessment: A case of a university-industry partnership programmeen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1833-1882&volume=5&issue=4&spage=409&epage=418&date=2010&atitle=Building+professional+skills+through+peer+group+assessment:+a+case+of+a+University–industry+Partnership+Programme-
dc.identifier.emailHodgson, P: etpaula@hku.hken_HK
dc.identifier.authorityHodgson, P=rp00904en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-80051479875en_HK
dc.identifier.hkuros183326en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80051479875&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume5en_HK
dc.identifier.issue4en_HK
dc.identifier.spage409en_HK
dc.identifier.epage417en_HK
dc.publisher.placeAustraliaen_HK
dc.identifier.scopusauthoridHodgson, P=36133266200en_HK
dc.identifier.scopusauthoridChan, LK=7403540826en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats