{"title":"Academic staff within vocational education responding to learners needs","authors":"Tracey Carlyon, Margaret Naufahu","doi":"10.1111/ijtd.12262","DOIUrl":null,"url":null,"abstract":"<p>The establishment of Te Pūkenga—New Zealand Institute of Skills and Technology, in 2019 was a result of the Review of Vocational Education (ROVE) undertaken in Aotearoa New Zealand. ROVE was committed to hearing the voices of all stakeholders to ensure excellence for all New Zealanders in vocational education. Against the backdrop of this review, research was undertaken by an Institute of Technology Polytechnic to learn more about how academic staff perceive they respond to their learners needs. In particular, the research focussed on the relationships academic staff have with their students; current feedback practices; and how authentic and engaging opportunities for learning occurs. Findings, as reported on in this article, showed academic staff are acutely aware of the central role they play in meeting their students’ needs and have a strong commitment towards student success. Nonetheless, data also highlighted some clear tensions and constraints for academic staff, including lack of time, high workloads, insufficient support, and inadequate resources. The authors suggest in addition to accessing professional learning opportunities, that overcoming some of these challenges may require fundamental, high level changes within vocational education institutions.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12262","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
The establishment of Te Pūkenga—New Zealand Institute of Skills and Technology, in 2019 was a result of the Review of Vocational Education (ROVE) undertaken in Aotearoa New Zealand. ROVE was committed to hearing the voices of all stakeholders to ensure excellence for all New Zealanders in vocational education. Against the backdrop of this review, research was undertaken by an Institute of Technology Polytechnic to learn more about how academic staff perceive they respond to their learners needs. In particular, the research focussed on the relationships academic staff have with their students; current feedback practices; and how authentic and engaging opportunities for learning occurs. Findings, as reported on in this article, showed academic staff are acutely aware of the central role they play in meeting their students’ needs and have a strong commitment towards student success. Nonetheless, data also highlighted some clear tensions and constraints for academic staff, including lack of time, high workloads, insufficient support, and inadequate resources. The authors suggest in addition to accessing professional learning opportunities, that overcoming some of these challenges may require fundamental, high level changes within vocational education institutions.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
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