An optimised competency framework for improving students’ self skills during work-related learning

This research commences with an exploration of the huge landscape of assessment feedback practices in which a multitude of tools, interventions, theories, experiences, experiments and surveys have been proffered by educationalists and practitioners. A novel taxonomy of feedback is developed which, upon evaluation, not only highlights the gap in feedback provision for the experiential learning area but also reveals the significance of developmental feed-forward guidance with which students are able to self-evaluate and self-regulate themselves. The research goes on to investigate the impact that Work-related learning and developmental feedback can have on students on a degree programme. An intervention consisting of a range of tools, including a customised competency framework, developmental feedback cues and self-evaluation scoring, is developed to engage and motivate students on the Work-related learning module. A study conducted to test the intervention reveals that significant improvements can be seen in students’ understanding and perception of their competencies, but that this improvement is only apparent when both Work-related learning and developmental feedback based on self-evaluation are implemented. The findings from the empirical data derived from the study has enabled the understanding of, through cluster and correlation analysis, the way in which students perceive their own competencies; thereby, leading us to optimise the framework to include the thirteen most significant competencies within the Academic, Workplace and Personal Effectiveness categories. This research contributes towards a better understanding of student perceptions of competency and puts forward a strategy for improving the employment outcomes of graduates through exposure to a customised competency framework, developmental feedback and self-evaluative/reflective practices.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

London Metropolitan University

Year dc:date.issued

2017

Author dc:creator

• Patel, Preeti

• 370 Education

Dc Identifier Grantnumber

N/A

OAI identifier oai:identifier

oai:repository.londonmet.ac.uk:1245