Mode of study influences built environment students' perception of their professional development
Year: 2017
Type: conference-paper
Study design: Observational Study
Abstract: Developing undergraduates' employability skills and preparing them as effective practitioners is an important role of higher education. Accredited undergraduate courses in construction disciplines are designed to help students develop appropriate skills and knowledge to prepare them for professional practice. However, it has been recognised that undergraduates are not always as prepared for professional practice as employers anticipate. To help with students' development as effective practitioners, it is beneficial if they understand what professional skills and knowledge they are developing and how these are valuable in the workplace. Students focus in particular on assessment, as this is central to their academic success. Assessment design and feedback have been recognised as important influences on student learning behaviour. This paper examines undergraduates' perceptions of assessment and feedback in their academic studies to aid their development as effective practitioners. Data was gathered at a post-1992 university. Around the mid-point of each semester undergraduates provide a progress review for their tutors via a short paper-based questionnaire using a four-point Likert scale. Analysis of these completed questionnaires suggests students somewhat understand how their academic studies link with their development as built environment professionals, although feedback was a missed opportunity to enhance their learning. This suggests there may be opportunity to promote student learning through revised pedagogic practice that integrates assessment, feedback and professional practice more effectively than may be the case at present. This research forms part of a doctoral 'work in progress'.
Institution: Anglia Ruskin University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2801122104