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Download full textTom O’Mahony; Catherine Murphy; Linda O’Sullivan – International Journal of Work-Integrated Learning, 2024
Assessment and feedback remain one of the biggest challenges when designing work-integrated learning (WIL) programs. Motivated by the paucity of student-facing research, this study explores the student experiences of assessment and feedback on work-placement modules across a variety of programs within a single university. Two hundred and seventy…
Descriptors: Student Experience, Student Evaluation, Feedback (Response), Job Placement
Direct linkSylvia Dempsey; Margaret Healy; Carol Linehan – Studies in Higher Education, 2024
Placement as a form of work-integrated learning is a valued element of undergraduate education. Prior work explores how placement provides a site for developing professional values, skills and competences as well as identifying how students build awareness of professional requirements. Greater focus on how such processes of awareness are realised,…
Descriptors: Undergraduate Students, Self Concept, Student Experience, Group Membership
Barbara Ringwood; Jennifer Banks; Michael Shevlin – British Journal of Learning Disabilities, 2024
Background: Despite the growing diversity among students in higher education, nonprogression to postsecondary education persists for many students with intellectual disabilities with low completion rates for those who do progress. Research suggests that occupational therapy (OT) support can be extremely beneficial in assisting students. Less is…
Descriptors: Occupational Therapy, Intellectual Disability, Foreign Countries, Postsecondary Education
