Advertisement

Higher Education

, Volume 53, Issue 3, pp 335–357 | Cite as

The effect of the learning environment on competences and training for the workplace according to graduates

  • Rina Vaatstra
  • Robert De Vries
Article

Abstract

In this article, we have analysed whether graduates from activating learning environments assess themselves as having more generic and reflective competences than graduates who studied in conventional learning environments. We have also investigated whether graduates from different learning environments look back differently on their training for the workplace. Contrary to earlier research we have used data from a large-scale survey among higher education graduates, the ‘Higher education and Graduate Employment in Europe’ project (CHEERS). The CHEERS-data distinguishes different kind of learning environments and 36 different kind of competencies among more than 1,200 graduates from 12 universities in the Netherlands. Results show that graduates from activating learning environments attribute more generic and reflective competences to themselves than graduates from conventional learning environments. In addition, results indicate that the quality of contents of majors and of curriculum design are significantly related to the presence of generic and reflective competences according to the perception of graduates. Finally, results demonstrate that the competences learning ability, analytic competences, working independently and working in a team positively contribute to the development of competences in the later careers of graduates.

Keywords

competences graduates learning environment quality of curriculum training for the workplace 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Aalborg University (2003). Aalborg University Web site “Project-organized education and how to implement it”.Google Scholar
  2. Arnold, J., Mackenzie Davey, K. 1992‘Self-ratings and supervisor ratings of graduate employees’ competences during early career’Journal of Occupational and Organizational Psychology65235250Google Scholar
  3. Bandura, A. 1997Self-efficacy. The exercise of controlW.H. Freeman and CompanyNew YorkGoogle Scholar
  4. Bransford, J.D., Franks, J.J., Vye, N.J., Sherwood, R.D. 1989‘New approaches to instruction: Because wisdom can’t be told’Vosniadou, S.Ortony, A. eds. Similarity and Analogical ReasoningCambridge University PressCambridgeGoogle Scholar
  5. Cariaga-Lo, L.D., Richards, B.F., Hollingsworth, M.A., Camp, D.L. 1996‘Non-cognitive characteristics of medical students: Entry to problem-based and lecture-based curricula’Medical Education30179186CrossRefGoogle Scholar
  6. Colliver, J.A. 2000Effectiveness of problem-based learning curricula. Research and theoryAcademic Medicine30179186Google Scholar
  7. Corte, E. 1990‘Toward powerful learning environments for the acquisition of problem solving skills’European Journal of Psychology of Education5519CrossRefGoogle Scholar
  8. Delhoofen, P. 1996De student centraal. Handboek zelfgestuurd onderwijsWolters-NoordhoffGroningenGoogle Scholar
  9. Dochy, F., Segers, M., Bossche, P., Gijbels, D. 2003‘Effects of problem-based learning: A meta analysis’Learning and Instruction13533568CrossRefGoogle Scholar
  10. Eraut, M. 1994Developing professional knowledge and competenceFalmer PressLondonGoogle Scholar
  11. Evers, F.T., Rush, J.C., Berdrow, I. 1998The Bases of Competence. Skills for Lifelong Learning and EmployabilityJossey-Bass PublishersSan FranciscoGoogle Scholar
  12. Everwijn, S.E.M. 1999Het hoe, wat en waarom van competentiegericht onderwijsSchlusmans, K.Slotman, R.Nagtegaal, C.Kinkhorst, G. eds. Competentiegerichte leeromgevingenUitgeverij LemmaUtrechtGoogle Scholar
  13. Everwijn, S.E.M., Bomers, G.B.J., Knubben, J.A. 1993‘Ability or competence-based education: Bridging the gap between knowledge acquisition and ability to apply’Higher Education25425438CrossRefGoogle Scholar
  14. Eysenck, M.W.Ellis, A.Hunt, E.Johnson-Laird, Ph. eds. 1990The Blackwell Dictionary of Cognitive PsychologyBlackwell PublishersOxfordGoogle Scholar
  15. Gijbels, D., Bossche, P., Dochy, F., Segers, M. 2002‘Effecten van probleemgestuurd onderwijs in de lerarenopleiding’Tijdschrift voor Hoger Onderwijs206072Google Scholar
  16. Gijselaers, W.H., Schmidt, H.G. 1990Development and evaluation of a causal model of problem based learningNorman, G.M.Schmidt, H.G.Ezzat, E.S. eds. Innovation in Medical Education: An Evaluation of its Present StatusSpringerNew York95113Google Scholar
  17. Glaser, R. 1991‘The maturing of the relationship between science of learning and cognition and educational practice’Learning and Instruction1129144CrossRefGoogle Scholar
  18. Heijke, H., Meng, Ch., Ris, C. 2003‘Fitting to the job: The role of generic and vocational competencies in adjustment and performance’Labour Economics10215229CrossRefGoogle Scholar
  19. Mentkowski M. and associates2000Learning That Lasts. Integrating Learning, Development and Performance in College and BeyondJossey-Bass PublishersSan FranciscoGoogle Scholar
  20. Norman, G.R., Schmidt, H.G. 2000Effectiveness of problem based learning curricula: theory, practice and paper dartsMedical Education34721728CrossRefGoogle Scholar
  21. Rubin, R.S., Bommer, W.H., Baldwin, T.T. 2002‘Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice’Human Resource Management414441454CrossRefGoogle Scholar
  22. Schmidt, H.G., Dolmans, D., Gijselaers, W.H. 1995‘Theory guided design of a rating scale for course evaluation in problem-based curricula’Teaching and learning in medicine78291CrossRefGoogle Scholar
  23. Schmidt, H.G., Moust, J. 1999Probleemgestuurd onderwijs, praktijk en theorie. HOR-reeksWolters-NoordhoffGroningenGoogle Scholar
  24. Schmidt, H.G., Molen, H.T. 2001Self-Reported competency Ratings of graduates of a problem-based Medical curriculumAcademic Medicine76466468CrossRefGoogle Scholar
  25. Schön, D. 1987Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the ProfessionsJossey-BassSan FranciscoGoogle Scholar
  26. Stasz, C. 1998‘Generic skills at work: Implications for occupationally oriented education’Nijhof, W.J.Streumer, J.N. eds. Key Qualifications in Work and EducationKluwer Academic PublishersDordrecht187206Google Scholar
  27. Vaatstra, R., Vries, R. 2003‘De relatie tussen onderwijsvorm, competenties en arbeidsmarkt’Tijdschrift voor Hoger Onderwijs21144158Google Scholar
  28. Bossche, P., Segers, M., Gijbels, D., Dochy, F. 2001‘Effecten van het probleemgestuurd economisch curriculum’Tijdschrift voor Hoger Onderwijs19254277Google Scholar
  29. Van Loo and De Grip (2003). ‘Loont het investeren in personeel. ROA-R-2003/1’, Maastricht.Google Scholar
  30. Woerden, W. 1997‘De ontwikkeling van activerend onderwijs: probleemgestuurd leren en projectonderwijs’Ten Dam, G.T.M.Hout, J.F.M.J.Terlouw, C.Willems, J. eds. Onderwijskunde Hoger OnderwijsVan GorcumAssenGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  • Rina Vaatstra
    • 1
  • Robert De Vries
    • 2
  1. 1.ICLON, Graduate School of EducationUniversity of LeidenThe Netherlands
  2. 2.Research Centre for Education and the Labour MarketUniversiteit MaastrichtMaastrichtThe Netherlands

Personalised recommendations