Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model.
AuthorDraper, Fiona J.
KeywordEnvironmental vocational education and training
Continuing education and training
Biggs' 3P Model
Kirkpatrick's Four Levels Evaluation Model
The University of Bradford theses are licenced under a Creative Commons Licence.
InstitutionUniversity of Bradford
DepartmentSchool of Engineering, Design and Technology
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AbstractIndividuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs' 3P model and Kirkpatrick's Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student's long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.
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Organisational information security management: The impact of training and awareness. Evaluating the socio-technical impact on organisational information security policy management.Tassabehji, Rana; Kamala, Mumtaz A.; Waly, Nesren Saleh (University of BradfordDepartment of Computing, 2013-11-15)Security breaches have attracted attention from corporations and scholars alike. The major organisations are determined to stop security breaches as they are detrimental to their success. Arguably the most common factor contributing to these breaches is employee behaviour, which suggests that changes in employee behaviour can have an impact on improving security. This research aims to study the critical factors (CFs) that impact on employee behaviours toward compliance with their organisation¿s information security policy. This investigation will focus on the various critical success factors based on their grouping into one of the following three major categories, namely: organisational factors, behavioural factors and training factors. Each of these categories affects a different aspect of information security and the objective is to not only understand the interaction of different factors but also to study further the aims in order to provide practical recommendations for improving organisational information security management. This study has utilised empirical research through the use of both qualitative and quantitative methodologies to inform each stage of the research. This study focused on the health, business and education sectors by empirically evaluating the obstacles and success factors that affect employee compliance to organisational security policies. In addition, this study also evaluated the affect of the socio-technical impact on organisational information security management. The final stage of the research focused on developing an effective training and awareness programme. This training programme was constructed by incorporating the techniques that were identified as enhancing employee perceptions, attitudes and motivations, in order to facilitate a better transference of skills and more sustainable and appropriate behaviours to improve organisational information security management in the workplace. The techniques utilised included: effective communication, knowledge reinforcement, pre- and post-assessment and motivational techniques.
Initial evaluation of a university dementia awareness initiativeParveen, Sahdia; Haunch, K.; Kerry, F.; Oyebode, Jan R. (2018-09)Purpose: This paper describes a study which explored the knowledge and attitudes of university students towards people living with dementia, and developed and tested a dementia awareness workshop, Dementia Detectives: University edition, designed to improve knowledge and foster positive attitudes to dementia in students. Design/methodology/approach: Dementia Detectives: University edition was launched during Dementia Awareness Week and five workshops were delivered to university students. Forty-two participants attended and completed a knowledge and attitude measure before and after the workshop, as well as rating the workshop with regards to satisfaction, relevance, understanding and whether they would recommend the workshop to friends. Findings: Students perceived living with dementia to be a negative and stigmatised experience. The workshop scored highly in terms of satisfaction, relevance and understanding and all students stated they would recommend the workshop to others. Paired t-tests found significant improvements in self-assessed dementia knowledge. Research Limitations: This was a pilot evaluation and further testing with larger samples is required. Practical implications: The workshop meets the requirements for tier 1 dementia education and training as outlined in the Dementia Core Skills and Knowledge Framework published by the Department of Health. Social implications: The workshop has the potential to increase knowledge, change attitudes, improve empathy and contribute to the development of a dementia aware workforce through undergraduate education. Originality/value: Dementia Detectives: University edition is a novel interactive method of dementia education and training.
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