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Opportunities for the Employment of Simulation in US Air Force Training Environments: a workshop report

Simulators currently provide an alternative to aircraft when it comes to training requirements, both for the military and for commercial airlines. For the US Air Force, in particular, simulation for training offers a cost-effective way, and in many instances a safer way in comparison with live flying, to replicate real-world missions. Current technical issues related to simulation for training include simulation fidelity and multi-level security, among others, which will need to be addressed in order for the Air Force to take full advantage of this technology. The workshop held in November, 2014 examined the current status of simulation training, alternative uses, current and future technologies, and how the combination of simulation and live training can improve aircrew training. The scope of the workshop focused on technologies and practices that could be applicable to high-end aircraft simulations.

Simulators currently provide an alternative to aircraft when it comes to training requirements, both for the military and ...  Show Full Abstract  

Conference name: Opportunities for the Employment of Simulation in US Air Force Training Environments: a Workshop
Corporate authors: Committee on Opportunities for the Employment of Simulation in US Air Force Training Environments: a Workshop
National Research Council (U.S.). Division on Engineering and Physical Sciences. Air Force Studies Board
Date: 2014
Geographic subjects: North America; United States
Resource type: Conference
Subjects: Workforce development; Vocational education and training; Teaching and learning;

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Australian youth work education: curriculum renewal and a model for sustainability for niche professions

This report overviews a project that was designed to assist in renewing the curriculum for Australian youth work professional education. The project was intended to anticipate future education and training requirements for the youth work professional; articulate the aspirations, common content, pedagogy, values and guiding principles of Australian university youth work professional education; and articulate its relationship with the [vocational education and training] VET youth worker-training curriculum. In addition, the project was intended to investigate potential for cross-institutional sharing of courseware and educational materials and will facilitate future benchmarking, inter-sectoral and inter-professional pathways, and international qualification recognition. The intention was to promote long-term change through the establishment of a cross-sectoral Youth Work Educators Network. A secondary purpose of the project was to understand the challenges niche professional courses face and provide a sustainability model. From this preliminary work, it was hoped that it would be possible to suggest some starting points for a sustainability model for other 'niche' professions. The initial project team included representatives of all Australian youth work professional degree programmes in public universities. An additional representative from a youth work professional degree programme at a private higher education provider subsequently joined the team.

This report overviews a project that was designed to assist in renewing the curriculum for Australian youth work ...  Show Full Abstract  

Authors: Cooper, Trudi; Bessant, Judith; Broadbent, Robyn;
Date: 2014
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Workforce development; Teaching and learning; Providers of education and training;

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Foundation degree to honours degree: the transition experiences of students on an early years programme

This article focuses on an exploratory study, undertaken in 2009-2012, which explored student transitions from a foundation degree (level 5) into the third year of a [Bachelor of Arts] BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (n = 156). A sample of students and staff (n = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about 'not being good enough', 'feeling guilty' 'not fitting in' and 'trying to balance it all'); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. [The] findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, [the author] suggests that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree.

This article focuses on an exploratory study, undertaken in 2009-2012, which explored student transitions from a foundation ...  Show Full Abstract  

Authors: Morgan, Julia
Date: 2015
Geographic subjects: Great Britain; Europe
Journal title: Journal of further and higher education
Resource type: Article
Subjects: Students; Pathways; Providers of education and training;

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Trends IV: European universities implementing Bologna

Trends IV has been undertaken through extensive field research, with 62 site visits to universities (using the broad sense of the term) at the core of information gathering. While the research findings contained in the report are qualitative in nature, and therefore do not provide statistical certainty, Trends IV provides an in-depth and up-to-date snapshot of the state of implementation of Bologna reforms in Europe's universities. This report provides a European-wide analysis of how universities are responding to the challenges of implementing the Bologna reforms. Demonstrating that there is widespread support for reform, the report describes what has been achieved and identifies issues that remain to be tackled. In addition, the report looks at the link between higher education and research, particularly in relation to doctoral programmes.

Trends IV has been undertaken through extensive field research, with 62 site visits to universities (using the broad sense ...  Show Full Abstract  

Authors: Reichert, Sybille; Tauch, Christian; Geddie, Kate;
Date: 2005
Geographic subjects: Europe
Resource type: Report
Series name: EUA publications
Subjects: Higher education; Governance; Qualifications;

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Trends V: universities shaping the European Higher Education Area

For the first time in the series, this Trends report is based on both quantitative and qualitative research, while previous Trends reports relied on one or other of these two methodologies. Trends V analyses the nature and extent of implementation of the Bologna reforms, and attempts to assess the impact that changes are having on a wider range of institutional development processes. Through comparison with the outcomes of earlier Trends projects, and in particular the Trends III results (2003) that to a large degree addressed the same questions, the report is able to measure the progress that has taken place in implementing higher education reforms. It also points to the challenges that institutions face at a time when they are being asked to respond to multiple societal demands. Bologna can increasingly be seen as a reform of structures that allows a wide range of other institutional development challenges to be addressed.

For the first time in the series, this Trends report is based on both quantitative and qualitative research, while previous ...  Show Full Abstract  

Authors: Crosier, David; Purser, Lewis; Smidt, Hanne
Date: 2007
Geographic subjects: Europe
Resource type: Report
Series name: EUA publications
Subjects: Research; Higher education; Governance;

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Quality in Higher Education: Identifying, Developing, and Sustaining Best Practices in the APEC Region

This publication is part of an [Asia-Pacific Economic Cooperation] APEC project, Quality in Higher Education: Identifying, Developing, and Sustaining Best Practices in the APEC Region (HRD 04/2010). The goals of the project are to identify definitions of quality and quality assurance in higher education in the APEC region, share exemplary practices and developments, identify common elements, and initiate a foundation for continued discussion about quality and sustaining quality practices in the region. As part of this project, papers from practitioners throughout the APEC region were presented at a conference in Honolulu, Hawai'i from August 4-6, 2011. The papers presented throughout these proceedings include research and analysis by practitioners and scholars throughout the APEC region that describe quality assurance activities, and examine case studies and best practices.

This publication is part of an [Asia-Pacific Economic Cooperation] APEC project, Quality in Higher Education: Identifying, ...  Show Full Abstract  

Authors: Neubauer, Deane; Hawkins, John N.
Conference name: Quality in Higher Education: Identifying, Developing, and Sustaining Best Practices in the APEC Region
Date: 2011
Geographic subjects: Asia; Brunei; China;
Resource type: Conference
Subjects: Higher education; Quality; Research;

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Start Smart: QUT's trial support program for commencing undergraduate students who have not completed Year 12 in the past two years

Commencing students in undergraduate degrees who identify as mature age students experience particular issues when faced with enrolment into university as an adult learner (Bird and Morgan, 2003). In line with [Queensland University of Technology's] QUT's commitment to 'supporting all commencing students to adjust successfully to study at QUT by providing a strong transition experience' (QUT, 2008, 6.2.1), the Start Smart trial program was developed and implemented for semester one, 2012. The Start Smart trial program consists of an orientation event, wrapped around and supported by existing First Year Experience (FYE) and Retention strategies within QUT, namely the Student Success Program (SSP) and the Peer Programs Strategy (PPS). This report examines the motivations for designing a program as a response to the needs of a cohort that are unique amongst all commencing undergraduate students. Participants will be asked to consider the implications of delivering special and unique orientation events to specific cohorts, and the long term sustainability of such programs within their own university structures.

Commencing students in undergraduate degrees who identify as mature age students experience particular issues when faced ...  Show Full Abstract  

Authors: Bennett, Joanna; Medew, Karin
Conference name: International First Year in Higher Education Conference
Date: 2012
Geographic subjects: Queensland; Australia; Oceania
Resource type: Conference
Subjects: Students; Participation; Higher education;

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Embedding communication skills for lifelong learning: working with staff and students

As the Australian higher education sector moves into a more regulated environment with the implementation of the Tertiary Education Quality and Standards Agency (TEQSA), students' acquisition of employability capabilities will receive heightened attention. Communication is a skill underpinning the acquisition of other generic skills and needs to be explicitly integrated within disciplinary contexts (DEEWR 2008). Universities will be required to demonstrate how communication skills are embedded and scaffolded in all subjects in a degree program. Drivers of accountability are not only political in nature but are also initiated from industry bodies. Simultaneously, the significance of the first year experience in reducing attrition and facilitating student success is gaining momentum. First year communications subjects are a vital component of a university degree as they are central to success in first year and introduce key skills integral to a student's future. This study will provide evidence of a rigorous and sustainable first year business communications subject.

As the Australian higher education sector moves into a more regulated environment with the implementation of the Tertiary ...  Show Full Abstract  

Authors: Watkins, Annette; Ferns, Sonia; Porter, Stacey
Conference name: International First Year in Higher Education Conference
Date: 2012
Geographic subjects: Western Australia; Australia; Oceania
Resource type: Conference
Subjects: Skills and knowledge; Lifelong learning; Higher education;

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Intensive dual enrollment: early credits or empty promises

American high school students are afforded a wide array of opportunities to earn college credits. Industrious secondary students are enrolling in early credit options in steadily growing numbers, and are expecting the benefit of entering the university of their choice with several college credits already completed. However, an unmistakable lack of standardization and predictability exists regarding the transferability of college credits earned by secondary students. The purpose of this research is to determine the relationship between the selectivity level of a university and that university's willingness to accept either an associate degree or the transfer credits from an early credit provider - particularly that of intensive dual enrollment programs. Intensive dual enrollment (IDE) programs are designed to allow high school students to simultaneously complete their first two years of college and their last two years of high school. The results of the study provide evidence that more selective colleges are less apt to recognize an associate degree earned through an IDE program. The study also showed that higher levels of college selectivity correlate with lower transfer rates of dual credits.

American high school students are afforded a wide array of opportunities to earn college credits. Industrious secondary ...  Show Full Abstract  

Authors: Modarelli, Brian J.
Date: 2014
Geographic subjects: United States; North America
Resource type: Thesis
Subjects: Participation; Pathways; Students;

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DEFINE thematic report: funding for excellence

The present report focuses on public funding for excellence; it provides an analysis of existing schemes and explores related challenges and success factors. It focuses in particular on the institutional impact of such schemes on beneficiary institutions, and notably on the potential unintended effects, with a view to providing recommendations to policy makers, funders and university managers for their planning and implementation. Data was first collected from 29 European systems through a questionnaire, followed by several rounds of consultation and interviews with [European University Association's] EUA's collective members, the National Rectors Conferences, to verify the data. This was complemented by the institutional case study of the Friedrich-Alexander University of Erlangen-Nuremberg (Germany), in the form of a self-evaluation report and a site visit, as well as a focus group where university managers and leaders from different European countries discussed their experience of public funding for excellence and its impact on universities. The report draws on this information and presents EUA's analysis of the use of public funding for excellence in the university sector across Europe.

The present report focuses on public funding for excellence; it provides an analysis of existing schemes and explores ...  Show Full Abstract  

Authors: Pruvot, Enora Bennetot; Estermann, Thomas
Date: 2014
Geographic subjects: Europe
Resource type: Report
Subjects: Higher education; Providers of education and training; Quality;

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