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Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison

Emma James, Terry Filer

INTED2022 Proceedings

Swansea University Author: Emma James

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DOI (Published version): 10.21125/inted.2022.2109

Abstract

Educators at Swansea University aimed to address a mismatch of graduate skills gained at Universityand those required by employers through the provision of experiential learning that aimed to produceconfident, articulate, technically prepared students ready for the workplace. Students were able toap...

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Published in: INTED2022 Proceedings
ISBN: 978-84-09-37758-9
ISSN: 2340-1079
Published: IATED 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa61951
first_indexed 2022-11-18T14:50:24Z
last_indexed 2023-01-13T19:23:05Z
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spelling 2022-11-28T13:48:37.1588758 v2 61951 2022-11-18 Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison 7a90fcc8d336a9c68cdf280684209030 Emma James Emma James true false 2022-11-18 CBAE Educators at Swansea University aimed to address a mismatch of graduate skills gained at Universityand those required by employers through the provision of experiential learning that aimed to produceconfident, articulate, technically prepared students ready for the workplace. Students were able toapply theory to practice whilst gaining an insight into the real world of accounting. Using authenticlearning activities where the assessments were designed in collaboration with industry partners,students presented their findings and client advice via online live or pre-recorded group videos.Platforms such as Zoom were used as an online learning space to ensure students were provided withan opportunity to work with others, a vital part of the learning process as it not only replicated a remotestyle office setting but also a team-based classroom environment allowing students to interact, share,and develop ideas which fuelled collaboration on a global scale. The aim of this comparative studyis to explore the benefits and drawbacks of groupwork assessment and consider any cumulativeeffects from year 2 to year 3 to further enhance the student learning experience. Findings fromstudent responses indicated that the groupwork assessment improved their soft skills to supporttheir transition into the workplace and through the co-creation with industry partners, their learningoutcomes can be evidenced and showcased to future employers. Conference Paper/Proceeding/Abstract INTED2022 Proceedings IATED 978-84-09-37758-9 2340-1079 student learning experience, employability, industry collaboration, experiential learning 7 3 2022 2022-03-07 10.21125/inted.2022.2109 COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University 2022-11-28T13:48:37.1588758 2022-11-18T14:39:55.8529986 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Emma James 1 Terry Filer 2
title Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
spellingShingle Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
Emma James
title_short Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
title_full Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
title_fullStr Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
title_full_unstemmed Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
title_sort Benefits of collaborative groupwork assessments to improve student employability skills—A second- and third-year undergraduate comparison
author_id_str_mv 7a90fcc8d336a9c68cdf280684209030
author_id_fullname_str_mv 7a90fcc8d336a9c68cdf280684209030_***_Emma James
author Emma James
author2 Emma James
Terry Filer
format Conference Paper/Proceeding/Abstract
container_title INTED2022 Proceedings
publishDate 2022
institution Swansea University
isbn 978-84-09-37758-9
issn 2340-1079
doi_str_mv 10.21125/inted.2022.2109
publisher IATED
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Accounting and Finance{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Accounting and Finance
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description Educators at Swansea University aimed to address a mismatch of graduate skills gained at Universityand those required by employers through the provision of experiential learning that aimed to produceconfident, articulate, technically prepared students ready for the workplace. Students were able toapply theory to practice whilst gaining an insight into the real world of accounting. Using authenticlearning activities where the assessments were designed in collaboration with industry partners,students presented their findings and client advice via online live or pre-recorded group videos.Platforms such as Zoom were used as an online learning space to ensure students were provided withan opportunity to work with others, a vital part of the learning process as it not only replicated a remotestyle office setting but also a team-based classroom environment allowing students to interact, share,and develop ideas which fuelled collaboration on a global scale. The aim of this comparative studyis to explore the benefits and drawbacks of groupwork assessment and consider any cumulativeeffects from year 2 to year 3 to further enhance the student learning experience. Findings fromstudent responses indicated that the groupwork assessment improved their soft skills to supporttheir transition into the workplace and through the co-creation with industry partners, their learningoutcomes can be evidenced and showcased to future employers.
published_date 2022-03-07T08:17:07Z
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score 11.111051

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