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K. Emblen-Perry
and the module. As student responses were anonymous no absolute comparisons
can be offered, rather the findings reported indicate the impacts of ABL across the
module cohort.
The surveys requested both quantitative and qualitative responses. Quantitative
questions asked students to evaluate their sustainability knowledge, skills and experience against a four-point rating scale: No Knowledge, A Little Knowledge, Good
Knowledge or Very Good Knowledge. The survey was short and simple to ensure it
was accessible to all students; half of the class comprised international students for
whom English was their second language. Four rating options were utilised to avoid
participants merely adopting the central, neutral rating advocated by Moors (2008).
Qualitative extensions to the quantitative questions asked students to reflect on
their audit experience and expectations of conducting an audit (Phase 1) and experience of conducting an audit, participating in in-class activities linked to the audit
and development of sustainability knowledge and skills during the module (Phase 2).
Students’ responses were synthesised through an inventory of points into a segmentation of key points expressed following the approach recommended by Bertrand
et al. (1992). To encourage voluntary participation and maintain appropriate levels of confidentiality for this research all responses were collected and analysed
anonymously. The quantitative survey responses were collated and presented as general self-reported actions and experiences, using students’ feedback to illustrate the
research findings. The author recognises this study presents the self-reported results
of a one-time, small study that does not offer generalised, independently validated
responses. However, the findings may be of interest to educators considering the
adoption of innovative LTA approaches and those seeking new learning cultures for
EfS.
The framework for 21st Century Learning (Partnership for 21st Century Skills
2007) was used to test the ability of ABL to engage students in sustainability and
employment knowledge, skills and experiences that can help prepare them respond
to environmental, social and ethical dilemmas that they will confront in future workplaces. The qualitative research findings and the author’s reflections were mapped
against the framework’s skills, knowledge and expertise criteria. These represent the
necessary student outcomes for the 21st century learning; Learning and Innovation
Skills, Information, Media and Technology Skills, Core Subjects and 21st Century
Themes, and Life and Career Skill, and the support systems required for effective
learning (Partnership for 21st Century Skills 2007). This framework allows evaluation of the process, performance, outcomes of ABL against the knowledge and
skills required to evaluate a large quantity of information, solve problems creatively,
work in teams and communicate clearly in many media, which businesses require of
graduates (Partnership for 21st Century Skills 2007).
K. Emblen-Perry
and the module. As student responses were anonymous no absolute comparisons
can be offered, rather the findings reported indicate the impacts of ABL across the
module cohort.
The surveys requested both quantitative and qualitative responses. Quantitative
questions asked students to evaluate their sustainability knowledge, skills and experience against a four-point rating scale: No Knowledge, A Little Knowledge, Good
Knowledge or Very Good Knowledge. The survey was short and simple to ensure it
was accessible to all students; half of the class comprised international students for
whom English was their second language. Four rating options were utilised to avoid
participants merely adopting the central, neutral rating advocated by Moors (2008).
Qualitative extensions to the quantitative questions asked students to reflect on
their audit experience and expectations of conducting an audit (Phase 1) and experience of conducting an audit, participating in in-class activities linked to the audit
and development of sustainability knowledge and skills during the module (Phase 2).
Students’ responses were synthesised through an inventory of points into a segmentation of key points expressed following the approach recommended by Bertrand
et al. (1992). To encourage voluntary participation and maintain appropriate levels of confidentiality for this research all responses were collected and analysed
anonymously. The quantitative survey responses were collated and presented as general self-reported actions and experiences, using students’ feedback to illustrate the
research findings. The author recognises this study presents the self-reported results
of a one-time, small study that does not offer generalised, independently validated
responses. However, the findings may be of interest to educators considering the
adoption of innovative LTA approaches and those seeking new learning cultures for
EfS.
The framework for 21st Century Learning (Partnership for 21st Century Skills
2007) was used to test the ability of ABL to engage students in sustainability and
employment knowledge, skills and experiences that can help prepare them respond
to environmental, social and ethical dilemmas that they will confront in future workplaces. The qualitative research findings and the author’s reflections were mapped
against the framework’s skills, knowledge and expertise criteria. These represent the
necessary student outcomes for the 21st century learning; Learning and Innovation
Skills, Information, Media and Technology Skills, Core Subjects and 21st Century
Themes, and Life and Career Skill, and the support systems required for effective
learning (Partnership for 21st Century Skills 2007). This framework allows evaluation of the process, performance, outcomes of ABL against the knowledge and
skills required to evaluate a large quantity of information, solve problems creatively,
work in teams and communicate clearly in many media, which businesses require of
graduates (Partnership for 21st Century Skills 2007).