Bridging the Gap from Classroom-based Learning to Experiential Professional Learning : A Hong Kong Case
Research output: Journal Publications and Reviews (RGC: 21, 22, 62) › 21_Publication in refereed journal › peer-review
Author(s)
Related Research Unit(s)
Detail(s)
| Original language | English |
|---|---|
| Pages (from-to) | 181-199 |
| Journal / Publication | Dinamika Ilmu |
| Volume | 16 |
| Issue number | 2 |
| Publication status | Published - Dec 2016 |
Link(s)
| Permanent Link | https://scholars.cityu.edu.hk/en/publications/publication(10192c76-8d3e-451d-9f99-e44f1ab0905a).html |
|---|
Abstract
This paper describes and evaluates a funded longitudinal teaching
development project that aims to bridge the gap from classroombased
theory learning to experiential professional learning, and
thereby prepare ideal and competent world class graduates. To align
with the University's shared mission to foster links with the business
community, the design of the internship program has a threefold
purpose and was implemented in stages. It intends to enhance
students' professional awareness-knowledge-skills through a multileveled
approach integrating classroom learning with professional
practice. A debriefing mechanism was also built in enabling students
to share their learning and professional challenges, and theory
application to problem-solving scenarios. A 360 degree multiple
evaluation procedure were used to measure the project
effectiveness, including the use of industry consultants, student
interns, hosts, and academic supervisors. The project has proved
to promote closer ties with the business community and enhance
students' professional competencies to increase future success in the
competitive job market. The impact of the internship program is
significant in two aspects. From the perspective of student learning,
the internship allows students to understand how they can improve
business efficiency by applying communications theories. From the
teaching perspective, the successful and unsuccessful intern
experiences can be drawn upon in developing class-room teaching.
These lessons can focus on preparing students to solve real-world
business communication problems.
development project that aims to bridge the gap from classroombased
theory learning to experiential professional learning, and
thereby prepare ideal and competent world class graduates. To align
with the University's shared mission to foster links with the business
community, the design of the internship program has a threefold
purpose and was implemented in stages. It intends to enhance
students' professional awareness-knowledge-skills through a multileveled
approach integrating classroom learning with professional
practice. A debriefing mechanism was also built in enabling students
to share their learning and professional challenges, and theory
application to problem-solving scenarios. A 360 degree multiple
evaluation procedure were used to measure the project
effectiveness, including the use of industry consultants, student
interns, hosts, and academic supervisors. The project has proved
to promote closer ties with the business community and enhance
students' professional competencies to increase future success in the
competitive job market. The impact of the internship program is
significant in two aspects. From the perspective of student learning,
the internship allows students to understand how they can improve
business efficiency by applying communications theories. From the
teaching perspective, the successful and unsuccessful intern
experiences can be drawn upon in developing class-room teaching.
These lessons can focus on preparing students to solve real-world
business communication problems.
Research Area(s)
- experiential professional learning, internship program design, from students to professionals
Citation Format(s)
Bridging the Gap from Classroom-based Learning to Experiential Professional Learning : A Hong Kong Case. / DU-BABCOCK, Bertha.
In: Dinamika Ilmu , Vol. 16, No. 2, 12.2016, p. 181-199.Research output: Journal Publications and Reviews (RGC: 21, 22, 62) › 21_Publication in refereed journal › peer-review
