Student feedback wie2013 14 by CAPS PolyU

Table of Contents Part I Executive Summary

Part II 1. Establishment of CAPS

2. CAPS Services in Support of WIE

2.1 Coordination of WIE

2.2 Creation of Non-local WIE Placement Opportunities

2.3 Preparation and Training for WIE

3. Quality Assurance of CAPS Services 3.1 WIE Student Evaluation Survey 2013/14 4. Conclusion

6 6 14

Part III Appendix I:

WIE Pre-placement Training and Pre-departure

Training 2013 â&#x20AC;&#x201C; 2014 Appendix II: WIE Student Evaluation Survey 2013/14

Appendix III: Statistics of WIE Student Evaluation Survey

2013/14 and 2010/11 Appendix IV: Theoretical concepts of regression analysis

Executive Summary

 One of the University’s strategies to achieve its mission is to develop programmes which are in line with the emerging trends in the disciplines and professions as well as region-specific content that will prepare students and graduates for professional practice beyond Hong Kong. The Office of Careers and Placement Services (CAPS), established in July 2012, aims to support the achievement of this strategy by providing non-local Work-Integrated Education (WIE) programmes for students to further develop their global perspectives as well as to enhance their professional competence.  CAPS provides a wide range of services in support of WIE, including coordinating WIE, creating placement opportunities, and providing relevant career education and guidance services.  This document gives an overview of the services provided by CAPS, and reports in detail the findings from the WIE Student Evaluation Survey 2013/14, which was part of the Quality Assurance process prescribed by the University.  The survey has shown highly positive feedback from students with regard to the achievement of learning outcomes from their WIE experiences. It demonstrates that the enriched services provided by CAPS have successfully contributed to the achievement of the University’s strategy of enhancing students’ professional competence as well as their global outlook.

1. Establishment of CAPS The Office of Careers and Placement Services (CAPS) was established in July 2012 to support the University’s strategy in developing programmes which are in line with the emerging trends in the disciplines and professions as well as region-specific content that will prepare students and graduates for professional practice beyond Hong Kong. To achieve this strategy, PolyU has pledged to engage students more in non-local learning and/or work experience. (See the University’s Progress Report on the recommendations arising from the Quality Assurance Council (QAC) Audit of PolyU 2010, and the University’s Strategic Plan 2012/13 – 2017/18.) Specifically, attention is given to include the following objectives in programme development:  



To actively encourage and support every PolyU student to have at least one month of learning experience outside Hong Kong. To reinforce a global perspective in the curricula and better equip students to be global citizens through increased opportunities for international exchange and internships. To develop and offer placement and research opportunities in Mainland China in order to enhance students’ professional competence.

The establishment of CAPS is to support the fulfillment of these strategic objectives by providing Work-Integrated Education (WIE) programmes for PolyU students to further develop their global perspective as well as to enhance their professional competence.

2. CAPS Services in Support of WIE The services of CAPS in support of WIE are organized in three major areas: the coordination and administration of WIE, the creation of placement opportunities, and the provision of WIE training for students. 2.1 Coordination of WIE In collaboration with the Faculties, Schools and departments, CAPS coordinates and administers WIE in terms of WIE promotion and internship arrangements. These include:   

Acting as the central office in promoting WIE to students. Arranging multi-disciplinary or generic internships through local or offshore placement programmes. Developing assessment tools for WIE programmes, as well as collecting and assessing students’ WIE submissions. 3

 

Maintaining students’ records of their WIE fulfillment in the centralized WIE system and printing WIE transcripts as indication of students’ fulfillment for graduation. Proceeding with students’ Overseas WIE Sponsorship (OWS) 1 applications once their WIE have been endorsed by the Faculties, Schools and departments.

2.2 Creation of Non-local WIE Placement Opportunities Since its establishment in 2012, CAPS has strived to provide more opportunities for nonlocal internships in different countries and cities. In the academic year 2013/14, CAPS offered WIE programmes in 16 countries/regions, including Austria, Belgium, Germany, China (Beijing, Shanghai, Nanjing, Hangzhou, Hong Kong, Dalian, Ningbo, Fujian, Guangdong, Changsha, Guangxi, Chongqing, Inner Mongolia and Zhangjiakou), the Czech Republic, Germany, Japan, Poland, Russia, Serbia, Singapore, Spain, Switzerland, Turkey, the UK and the USA. 2 more new locations were explored for placements, i.e. Canada and Croatia. Altogether over 440 offshore placements across 18 countries/regions were offered to students.

2.3 Preparation and Training for WIE CAPS offers a variety of preparation and training activities to better equip students for their WIE placements. They are as follows. 2.3.1 Establishment of Job Descriptions for WIE In line with the objectives prescribed by the University’s Quality Assurance Committee (QAC), CAPS has worked proactively and closely with the Faculties, Schools and departments to establish concrete, discipline-related job descriptions for WIE. The job descriptions have provided employers who offer the placements with a clear set of WIE requirements to adhere to 2 , thus strengthening the link between academic learning and work experience. The establishment of these concrete job descriptions has helped to improve students’ learning outcomes, as evident in the findings of the WIE Student Evaluation Survey 2013/14 reported later. 2.3.2 Pre-WIE Training and Development Activities To address students’ concerns and to help them get prepared for their WIE internships, CAPS altogether offered 58 WIE pre-placement training sessions to 2,249 students 1

OWS refer to the sponsorships and incentives which aim to encourage students to take on offshore WIE placement, including: (1) a basic sponsorship, (2) WIE learning incentive, and (3) hardship allowance. 2 Please refer to Part 2.3.4 Screening of Employers of this report for the details.

and 10 pre-departure preparation sessions to 441 students during the academic year 2013/14. Among these training sessions, 27 were tailor-made and delivered for individual Schools/departments with 994 attendances. These included ABCT, AF,BSE, CBS,CEE, COMP,ENGL, FENG/EE, FHSS/APSS, OT, RS and SN. (Table 1 and 2 in Appendix I list the training sessions offered in Schools and departments.) In addition, a team building activity has been organized for students during the WIE kick-off ceremony. The activity has helped students make new friends, set their goals, and provide encouragement and support to each other. 2.3.3 WIE Ambassadors Scheme CAPS has also set up a WIE Ambassadors Scheme in 2013 to identify and recognize outstanding students who have actively participated in WIE training activities and shown a potential for leadership to act as ambassadors of WIE. The ambassadors would act as the “spokespersons” for WIE programmes at promotional events by offering tips to fellow students who will be taking up WIE placements soon. In addition, they also act as WIE role models to share their valuable experience with the students who are interested to participate in upcoming WIE programmes. 2.3.4 Screening of Employers The screening of employers to ensure the quality of the WIE programme is an important task of CAPS. The Office conducts on an ongoing basis assessments of employers’ suitability in offering value-added WIE to our students. The criteria of the assessment are:    

Arrangement of the placement in the summer. Relevance of the placement to the student’s major studies, with a focus on learning outcomes. Assignment of a workplace supervisor to provide support and guidance to the intern. Assessment of the intern’s performance and completion of an evaluation of the WIE programme at the end of internship.

CAPS also pays visits to the organizations before, during and after the internship to ensure that the work environment is safe and the organizations are committed to supporting the WIE programme, particularly for the internship in Mainland China.

2.3.5 WIE Mentor Scheme CAPS also ensures that a mentor is assigned to the intern during the course of the offshore placement. Mentors can assist interns to settle down in the area and carry out their daily tasks smoothly. Students have found the arrangement useful, since it is the first time for many of them to work abroad.

3. Quality Assurance of CAPS Services As part of the quality assurance processes to ensure and continually improve the quality of its services in support of WIE, CAPS conducted an evaluation survey of students’ feedback and comments soon after its establishment. The WIE Student Evaluation Survey 2013/14 was carried out to review students’ overall WIE experiences in three aspects: (1) learning gains, learning opportunities and experiences, (2) administrative arrangements, and (3) support provided. Details of the evaluation are given in the following sections.

3.1 WIE Student Evaluation Survey 2013/14 3.1.1 Background The WIE student evaluation survey has been conducted since 2010/11 in order to review students’ overall WIE experiences. By analyzing the data collected in 2013/14, this report again serves as part of the Quality Assurance (QA) process prescribed by the University. 3.1.2 Structure of Survey The WIE Student Evaluation Survey 2013/14 was developed with reference to: (1) the most common and salient learning outcomes and related work environment variables in WIE contexts, (2) a review of existing WIE surveys conducted by different academic units in PolyU, and (3) a review of the institutional learning outcomes which are most relevant to WIE experiences. This online self-reporting survey consisted of four sections:  Section I: Arrangements for WIE – Students were asked to indicate “yes” or “no” in seven questions to indicate the type of administrative support they had received.  Section II: Learning Gains from the WIE Experience – Students were asked to rate the extent to which they had developed in 15 specific areas as well as the overall learning gains, on a 10-point scale from “very little” to “very much”.

 Section III: Learning Opportunities and Experiences – Students were asked 10 questions to reflect on the learning opportunities and experiences they had from the WIE, on a 6-point scale from “not clear at all” to “very clear” for Question 1, and from “very little” to “very much” for Questions 2 to 10.  Section IV: Open-Ended Questions – This section provided an opportunity for students to reflect on their most important learning gain from WIE, and to make suggestions for improvement of the organization of WIE. (Appendix II shows a copy of the survey form.) 3.1.3 Recruitment Method Students who enrolled on the University’s full-time UGC-funded programmes and who had completed a mandatory WIE component between the 2nd semester of 2012/13 and the 1st semester of 2013/14 could apply for the Overseas WIE Sponsorship (OWS). Those who did so were made aware of the requirement to fill out the online WIE Student Evaluation Survey after WIE completion. Thus, the WIE Student Evaluation Survey was tied to the OWS application to expedite the review of students’ overall WIE experiences. 3.1.4 Response Rates A total of 1,121 students completed the WIE Student Evaluation Survey 2013/14. Table 1 in Appendix III displays the distribution of responses from each Faculty/School. FHSS, FB and FENG had the highest response rates. On the other hand, SD and SHTM had relatively lower response rates, which might be due to the issue of student population size. 3.1.5 Location of WIE Placements Table 2 in Appendix III shows the locations of the placements, together with the number of placements provided in each location. The majority of the placements were located in the Mainland China (58%), 22.4% were overseas, and 19.6% were local Hong Kong placements. When the results are compared with the WIE Exit Survey 2010/11, it is obvious that there is a significant change in the location of the majority of placements from Hong Kong to the Mainland China (from 13.4% to 58%). In addition, there is also an increase in overseas placements from 3.9% to 22.4%. 3 This is in line with the University’s policy of better equipping students for professional practice globally, 3

Refer to “Table 2: Location of WIE Placements” of the Survey of Graduating Students (2010/11) on their Overall WIE Experience (CoWIE meeting: 26 Sep 2012)

and the objective of the new CAPS Office for providing more WIE placement opportunities beyond Hong Kong. 3.1.6 Sources of Arrangement of WIE Placements Table 3 in Appendix III displays the arrangement sources of the students’ WIE placements. The most common source reported was the students’ departments (50.5%), and CAPS was ranked second (31.5%). Self-sourced arrangement was the least frequent response. There is a noticeable increase in placements sourced by CAPS, from 8.9% in 2010/11 through the Student Affairs Office to 31.5% in 2013/14 through CAPS. This was due to the fact that the number of placement cities as well as the number of positions available had increased. Sourcing via departments also increased from 33.3% in 2010/11to 50.5% in 2013/14.4 3.1.7 Survey Findings  Learning Gains Table I: Feedback on the Students’ Learning Gains – Yr 13/14 vs Yr 10/11

Feedback on Students' Learning Gains - Yr 13/14 vs Yr 10/11 10 9 8

Mean

7 6 5

Yr 13/14

Yr 10/11

3 2 1 0 1

10 11 12 13 14 15 16

Question

Refer to “Table 3: Self-reported Arrangements of WIE Placements” of the Report on the Survey of Graduating Students (2010/11) on their

Overall WIE Experience (CoWIE meeting: 26 Sep 2012)

Table I: Feedback on the Students’ Learning Gains – Yr 13/14 vs Yr 10/11 displays the means for the learning gains that students reported in evaluating their placements in 2013/14 and 2010/11 respectively. Some important findings are as follows. With regard to each learning gain, the majority of students reported highly positive feedback from the WIE of 2013/14, with mean scores ranging from 7.5 to 8.2 on a 10-point scale. A noticeable growth in reported learning benefits was observed, when compared to the mean scores of the learning gains reported in 2010/11, which ranged from 6.8 to 7.6. (Tables 4 and 5 in Appendix III list students’ reported learning gains in 2013/14 and 2010/11 respectively.) In the survey, more than 55% of the students (ranging from 55.3% to 72.5%) rated all learning outcomes as 8 or above on a 10-point scale. In 2010/11, only 40.6% to 61.7% of the students rated all items as 8 or above. Hence more students had reported benefits from WIE when the results of the two academic years were compared. In general, students were positive in reporting the overall learning benefit of their WIE experience (mean = 8.1), with 72.2% of the students rating it as 8 or above. Another 23.2% regarded their overall WIE learning as still marginally positive (rating it as 6 or 7). Only 0.5% of the students had quite negative views, rating it as 3 or below. When compared to the overall learning gains reported in 2010/11, students in 2013/14 found their WIE more fruitful in terms of learning outcomes – the mean score was 8.1 in 2013/14, while it was 7.4 in 2010/11. An increase of 9.5% in overall learning benefit from the WIE experience was therefore reported by students. When comparing the results of 2013/14 with those of 2010/11, each item of learning gain showed an increase ranging from 3.9% to 10.3%. Areas with a significant growth (having an increase of 8.6% or above) were: (1) Further developing knowledge and skills acquired at PolyU, (2) Applying theories and concepts learned at PolyU in the real world, and (3) Awareness of more job opportunities related to their knowledge and skills learned from PolyU. When comparing individual items in the 2013/14 survey, students were most positive about the improvement in communication skills and the better understanding of the workplace environment (both have a mean score of 8). Students with non-local placements reported noticeable benefits in terms of their global outlook and language improvement, i.e. the ability to adapt to a new culture, 9

developing interest in other cultures and improving language skills, with mean scores all above 8. This was quite similar to the result of 2010/11 when students also reported the most positive gains in these items.

 Learning Opportunities and Experiences Table II: Feedback on Students’ Learning Opportunities and Experiences –Yr13/14 vs Yr 10/11

Feedback on Students' Learning Opportunities and Experiences - Yr 13/14 vs Yr 10/11 5

Mean

4 3 Yr 13/14

Yr 10/11 1

0 1

Question Table II: Feedback on Students’ Learning Opportunities and Experiences – Yr 13/14 vs Yr 10/11 display the means for the learning opportunities and experiences that students reported in their placements in 2013/14 and 2010/11 respectively. Below are some major findings. For every item on the learning opportunities and experiences gained from WIE in 2013/14, the majority of students reported positive feedback with mean scores ranging from 4.3 to 4.9 on a 6-point scale. All items, except for the one regarding the requirement to work with others, showed a growth in positive response from 2.1% to 7.1% when compared to 2010/11, where the range of mean scores was from 4.2 to 4.8. The most positive growth was reflected in the responses given in the following areas (all with an increase of 4.7% or above): (1) having more opportunities to be stimulated to think about university learning, (2) getting frequent feedback on their performance, and (3) getting feedback that would help to improve their workplace competence. (Tables 6 and 7 in Appendix III list 10

studentsâ&#x20AC;&#x2122; reported learning opportunities and experiences in 2013/14 and 2010/11 respectively.) The only item of learning opportunities and experiences that saw a slight drop of 2.1% was the item on being required to work with others, where the mean score in 2013/14 was 4.6, versus 4.7 in 2010/11. When comparing individual items in the 2013/14 survey in relative terms, more students agreed that the placements had given them opportunities to work and interact with others, and to make an effort to learn by observing others and to maximize their own learning. The results were on par with those in 2010/11. In comparison, students reported relatively fewer opportunities in 2013/14 for them to know what they wanted to learn before placement and get frequent feedback about their performance. These again were similar to the results of 2010/11. The above findings were merely relative; the mean scores for the learning opportunities and experiences did not vary significantly. Adopting the same approach as in 2010/11, the data were used to analyze how each learning opportunity and experience was related to the different intended learning outcomes. To simplify these analyses, six scales were constructed to capture the major theoretical concepts represented in the 14 items on learning gain (excluding the ones on language skills and overall learning gain), and regression analyses were then used in relation to each of the learning opportunities and experiences. Table III Predicting Learning Gain Scale Scores from Learning Opportunities and Experiences â&#x20AC;&#x201C; Yr 13/14 (by regression analyses) summarizes the results of the six regressions. Only statistically significant and unique predictors of each learning gain were underlined.

Table III: Predicting Learning Gain Scale Scores from Learning Opportunities and Experiences â&#x20AC;&#x201C; Yr 13/14 (by regression analyses) Work Attitude Predictor

Learning Gain Scales Collaboration Systematic Enhancing and thinking University Communicati Learning on

1. Know what want to learn before placement

2. Interest & Challenge

3. Frequency of Feedback

4. Feedback improve workplace competence

5. Stimulate think about university learning

Work-related Global Knowledge Outlook

6. Require work w/ others

7. Opportunity to interact different people

8. Effort to maximize own learning

9. Effort to learn by observing others

10. Effort to link work with university learning

Note: X = Significant relationship (B < .20, p < .05); X = Significant and strong relationship (B > .20, p< .0001).

As shown in Table III: Predicting Learning Gain Scale Scores from Learning Opportunities and Experiences, the most influential factor related to the learning gains was students seek for their placement(s) could stimulate their thinking about their university learning â&#x20AC;&#x201C; being pervasively influential for learning outcomes of enhancing university learning and work-related knowledge. While the most influential factor in relation to the learning outcomes of enhancing university learning, and work-related knowledge, was students finding their placement to be connected with their academic experiences, i.e. stimulating them to think about university learning, and effort to link work with university learning. These patterns were similar to the survey results of 2010/11, except that the relationship between the learning opportunities and experiences and the learning gains was more significant in 2013/14 in terms of students knowing what they wanted to learn before placement, and in getting feedback to improve workplace competence.

ď&#x201A;ˇ Administrative Arrangements and Support Section I of the 2013/14 survey enquired about the administrative arrangements involved in the student placements. Tables 8 and 9 in Appendix III display the distribution of the responses for questions in this section in 2013/14 and 2010/11 respectively. Over 80% of the students said they had obtained support in terms of the first three questions relating to administrative support. When compared to the figures in 2010/11, the reported level of administrative support had increased in the following areas: (1) had received detailed written information (95% in 2013/14 vs 84% in 2010/11), (2) had attended at least one brief informational session about WIE (87.4% in 2013/14 vs 66.3% in 2010/11), and (3) had attended at least one pre-placement training workshop (81% in 2013/14 vs 54.3% in 2010/11). Students responded positively regarding the support from the academic side. In 2013/14, 77.2% of the students reported having discussed their WIE experience with an academic supervisor/advisor from PolyU, going up from 49.4% in 2010/11. In addition, 52.6% of the students reported that an academic supervisor/advisor from PolyU had visited their worksite, while in 2010/11 it was only 40.1%. This was likely due to the increased level of involvement of academic staff in supporting studentsâ&#x20AC;&#x2122; WIE experience. 13

Workplace support for students was more prevalent too. Firstly, 72.3% of the students in 2013/14 reported having a WIE supervisor/mentor appointed in the workplace, and this had increased from 58.6% in 2010/11. Secondly, 93.5% of the students found mentors who they could turn to for advice and help, also showing an increase from 85.9% in 2010/11.

4. Conclusion The work of CAPS has contributed to the achievement of the Universityâ&#x20AC;&#x2122;s policy of reinforcing a global perspective in the curricula and equipping students to be global citizens through increased opportunities for international internships. CAPS helps the University to achieve this policy by providing a variety of services in support of WIE, including coordination and administration of WIE, creation of non-local internships, provision of training sessions, and assurance of jobs that are linked with academic studies. To ensure and continually improve the quality of the WIE programme, an online WIE Student Evaluation Survey has been developed to collect feedback and comments from students after their completion of internship. As evident in the results of the WIE Student Evaluation Survey 2013/14, students had generally rated their WIE experiences as worthwhile and agreed that the learning outcomes had been achieved. For the coming year, in order to encourage more students to participate in the survey, CAPS will explore the feasibilities of extending the deadline of survey submission and encouraging students who have not applied for OWS to complete the survey as well. Both suggestions aim to boost the response rate, so as to better facilitate the evaluation and review of WIE programmes.

Appendix I: WIE Pre-placement Training and Pre-departure Training 2013 - 2014 Table 1: WIE Pre-placement Training 2013 - 2014 WIE Pre-placement Training 2013 - 2014 #

Programme Name

Date

WIE Pre-placement Training (For CEE students) WIE Pre-placement Training (For BSE students) WIE Pre-placement Training (For ETHICS's participant ) WIE Pre-placement Training (For Chemical Technology - Year 2) WIE Pre-placement Training (For Food Technology - Year 2) WIE Pre-placement Training (For ENGL Session 1) WIE Pre-placement Training (For Applied Biology - Year 2) WIE Pre-placement Training (For Chemical Technology - Year 1) WIE Pre-placement Training (For Applied Biology - Year 1) WIE Pre-placement Training (For Food Technology - Year 1) WIE Pre-placement Training (For ENGL Session 2) WIE WIE Pre-placement Training (For CBS students) WIE WIE Pre-placement Training (For FHSS students) WIE Pre-placement Training (For RS students) WIE Pre-placement Training (APSS3882 Applied Ageing studies internship workshop) Pre-WIE Training for AF Students

17 18 19

WIE Pre-placement Training FENG/EE students) Pre-Placement Training for CBS

2 3 4 5 6 7 8 9 10 11 12 13 14 15

20 21 22 23

5-Mar-13

No. of registered 36

No. of attendance 25

21-Mar-13

28-Mar-13

15-Apr-13

16-Apr-13

17-Apr-13

18-Apr-13

19-Apr-13

26-Apr-13

6-May-13

15-May-13

28-May-13

6-Dec-13

Pre-WIE Training (For OT students)

31-Dec-13

Pre-Placement Training for COMP

16-Jan-14

21-Feb-14

13-Mar-14

26-Mar-14

27-Mar-14

(For

Pre-WIE Training for ABCT students (Food Safety & Technology) Pre-WIE Training for ABCT students (Applied Biology with Biotechnology) Pre-WIE Training for ABCT students (3year cohort)

28-Mar-14

30-Apr-14

17-May-14

24-May-14

Pre-WIE Training for ABCT students (Chemical Technology) WIE Pre-placement Training (For APSS students) WIE Pre-placement Training (For SN students) WIE Pre-placement Training (For SN students - 2nd batch) WIE Pre-placement Training

18-Apr-13

WIE Pre-placement Training

19-Apr-13

WIE Pre-placement Training

23-Apr-13

WIE Pre-placement Training

25-Apr-13

WIE Pre-placement Training

30-Apr-13

WIE Pre-placement Training

2-May-13

WIE Pre-placement Training

8-May-13

WIE Pre-placement Training

14-May-13

WIE Pre-placement Training

20-May-13

WIE Pre-placement Training

22-May-13

WIE Pre-placement Training

23-May-13

27-May-13

WIE Pre-placement Training HKUYA) WIE Pre-placement Training

28-May-13

WIE Pre-placement Training

7-Jun-13

WIE Pre-placement Training

29-Jun-13

25-Feb-14

28-Feb-14

HKUYA Summer Internship briefing & Powerful Group Interview HKUYA Summer Internship briefing & Powerful Group Interview WIE Pre-placement Training

10-Apr-14

WIE Pre-placement Training

17-Apr-14

WIE Pre-placement Training

23-Apr-14

WIE Pre-placement Training

30-Apr-14

WIE Pre-placement Training

30-Apr-14

WIE Pre-placement Training

8-May-14

WIE Pre-placement Training

9-May-14

104

WIE Pre-placement Training

13-May-14

WIE Pre-placement Training

14-May-14

WIE Pre-placement Training

16-May-14

WIE Pre-placement Training

16-May-14

WIE Pre-placement Training

19-May-14

131

122

WIE Pre-placement Training

20-May-14

WIE Pre-placement Training

22-May-14

Total

2451

2249

25 26 27

(for

Appendix I (Contâ&#x20AC;&#x2122;d) Table 2: Pre-departure Training 2013-2014 Pre-departure Training 2013-2014 1

WIE Pre-departure Training 2014 (Beijing)

29-May-14

WIE Pre-departure Training 2014 (4-week Shanghai Banking and Finance Programme) WIE Pre-departure Training 2014 (6-week Shanghai) WIE Pre-departure Training 2014 (Nanjing) WIE Pre-departure Training 2014 (International) Mainland WIE 2013 - Pre-departure briefing Mainland WIE 2013 - Pre-departure briefing Mainland WIE 2013 - Pre-departure briefing Mainland WIE 2013 - Pre-departure briefing Mainland WIE 2013 - Pre-departure briefing

29-May-14

30-May-13

31-May-13

4-Jun-13

5-Jun-13

6-Jun-13

Total

462

441

3 4 5 6 7 8 9 10

Note: CAPS offered 58 WIE pre-placement training to 2,249 students and 10 pre-departure training to 441 students in the year of 2013-14. Among all training sessions, 27 tailor-made training sessions were delivered to individual department/ school with 994 student attendances, which included ABCT, AF,BSE, CBS,CEE, COMP,ENGL, FENG/EE, FHSS/APSS, OT, RS and SN.

Appendix II: WIE Student Evaluation Survey 2013/14

Appendix III: Statistics of WIE Student Evaluation Survey 2013/14 and 2010/11 Table 1: Response Rate by Faculty/ School in 2013/14 Faculty/ School No. of respondents

Response rate (%)

(N) Faculty of Applied Science & Textiles (FAST)

7.7

Faculty of Business (FB)

293

26.1

Faculty of Construction & Environment (FCE)

7.5

Faculty of Engineering (FENG)

133

11.9

Faculty of Humanities (FH)

8.4

Faculty of Health & Social Sciences (FHSS)

315

28.1

School of Design (SD)

4.6

School of Hotel & Tourism Management (SD)

5.7

1121

100

TOTAL Table 2: Locations of WIE Placements in 2013/14 Location No. of respondents Local Mainland China Overseas TOTAL No. of WIE Placements

(N)

Response rate (%)

220 650 251 1121

19.6 58.0 22.4 100

Table 3: Sources of Arrangements of WIE Placements in 2013/14 Arranged by No. of respondents Response rate (N) (%) CAPS 353 31.5 Department 566 50.5 Self-sourced 202 18 TOTAL

1121

100

Appendix III (Contâ&#x20AC;&#x2122;d) Table 4: Studentsâ&#x20AC;&#x2122; Reported Learning Gains in 2013/14 Mean

Percentage of rating (%) 1-3 4-5 6-7 8-10

7.6 7.9

1.4 1.4

0.9 0.7

7.3 5.5

32.9 27.7

58.9 66.1

7.9 7.9

1.4 1.4

0.8 0.7

5.6 4.9

25.0 26.7

68.6 67.7

8.0 7.8 7.7 7.7

1.4 1.4 1.4 1.4

0.7 0.6 0.8 0.8

4.7 5.6 6.5 6.0

26.1 28.3 32.6 31.7

68.5 65.5 60.1 61.5

7.6

1.6

2.0

7.6

32.8

57.6

7.5

1.6

2.0

8.6

34.1

55.3

8.0

1.4

0.4

5.3

26.2

68.1

7.6

1.6

1.3

8.3

31.1

59.3

1.5 1.1 4.4 8.2 1.6 1.4 4.3 8.1 1.7 2.1 5.3 8.0 16. Overall learning gains from WIE 1.4 0.5 4.1 8.1 Note: 1. Sum of percentage may not add up to 100% due to rounding. 2. 10-point scale was used unless specified.

22.0 22.8 22.1 23.2

72.5 71.5 70.5 72.2

Learning Gains 1. Showing more initiative at work 2. Developing a stronger sense of responsibility at work 3. Willingness to try hard to do best work 4. Ability to collaborate and work with other 5. Communication skills 6. Problem-solving skills 7. Ability to make logical judgments 8. Being systematic and organized at work 9. Further developing knowledge and skills learned at PolyU 10. Applying theories and concepts learned at PolyU in the real-world 11. Understanding of workplace environment 12. Awareness of more job opportunities related to their knowledge and skills from PolyU 13. Ability to adapt to new culture1 14. Developing interest in other cultures1 15. Improving language skills1

Only students who had non-local WIE placement (n = 901) were asked to answer the question and included in these statistics.

Appendix III (Contâ&#x20AC;&#x2122;d) Table 5: Studentsâ&#x20AC;&#x2122; Reported Learning Gains in 2010/11 Mean

1. Showing more initiative at work

7.2

1.8

Percentage of rating (%) 1-3 4-5 6-7 8-10 3.0 12.4 36.0 48.6

2. Developing stronger sense of responsibility at work

7.5

1.7

2.6

9.5

31.7

56.2

3. Willingness to try hard to do best work

7.5

1.7

2.5

9.8

31.7

56.0

4. Ability to collaborate and work with others

7.6

1.7

2.7

8.6

30.3

58.4

5. Communication skills

7.6

1.7

2.1

10.0

29.8

58.0

6. Problem-solving skills

7.4

1.6

2.3

9.6

33.4

54.7

7. Ability to make logical judgments

7.3

1.6

2.7

10.8

36.8

49.7

8. Being systematic and organized at work

7.4

1.6

2.6

9.9

34.0

53.4

7.0

1.9

5.0

14.6

36.8

43.6

6.8

1.9

5.5

15.3

38.6

40.6

11. Understanding of workplace environment

7.5

1.7

2.9

10.5

30.8

55.8

12. Awareness of more job opportunities related to their knowledge and skills from PolyU

7.0

1.8

4.5

14.6

36.6

44.3

13. Ability to adapt to new culture 1

7.6

1.8

2.5

10.1

27.5

59.8

14. Developing interest in other culture1

7.5

1.8

2.7

11.6

29.8

55.9

15. Improving my English language skills2

7.6

1.9

1.7

15.8

20.8

61.7

16. Improving my ability to speak Putonghua3

7.2

2.4

8.8

12.2

27.3

51.7

17. Overall learning gains from WIE

7.4

1.6

2.4

9.7

34.1

53.8

Learning Gains

9. Further developing in knowledge and skills learned PolyU theories and concepts learned at 10.atApplying PolyU in real-world

Note: 1. Sum of percentage may not add up to 100% due to rounding. 2. 10-point scale was used unless specified. 1 Only students who had at least one non-local WIE placement (n = 483) were included in these statistics. Students who only had local placements (n = 1,130) naturally had lower scores on these items: Ability to adapt to new culture (mean = 7.2, sd = 1.8); develop interest in other culture (mean = 6.9; sd = 1.9). 2 Only students who had at least one overseas placement (n = 120) were included in these statistics. Students who only had local and/or Mainland placements (n = 1,553) had lower scores on this item (mean = 6.4; sd = 2.2). 3Only students who had at least one Mainland placement (n = 385) were included in these statistics. Students who only had local and/or overseas placements (n = 1,426) had lower scores on this item (mean = 5.8; sd = 2.6).

Appendix III (Contâ&#x20AC;&#x2122;d) Table 6: Studentsâ&#x20AC;&#x2122; Reported Learning Opportunities and Experiences in 2013/14 Percentage of rating (%) Learning Opportunities and Mean SD 1 2 3 4 5 6 Experiences 1. Know what to learn before WIE

4.3

0.9

0.5

2.1

11.2 44.3 33.6

2. Interest and challenge 3. Frequency of feedback on performance 4. Feedback that helps to improve

4.5

0.8

0.2

1.7

5.9

40.3 42.8 9.1

4.4

0.9

0.2

1.6

9.1

40.7 39.8

8.7

workplace competence 5. Stimulated to think about university

4.5

0.9

0.1

2.0

8.6

40.9 38.9

9.5

4.5

0.9

0.8

1.3

8.4

39.7 39.6

10.2

6. Required to work with others 7. Opportunities to interact with different people

4.6

0.9

0.4

1.2

7.6

32.9 40.1 17.8

4.8

0.9

0.3

1.0

5.4

30.0 42.6 20.7

8. Effort to maximize own learning

4.7

0.8

0.2

0.6

3.6

32.2 49.5 13.9

9. Effort to learn by observing others 10. Effort to link WIE experience with

4.9

0.8

0.3

2.5

26.9 50.6 19.4

learning

4.5 0.8 0.5 1.1 7.1 university learning Note: 1. Sum of percentage may not add up to 100% due to rounding. 2. 6-point scale was used.

8.2

39.8 41.9 9.6

Appendix III (Contâ&#x20AC;&#x2122;d) Table 7: Studentsâ&#x20AC;&#x2122; Reported Learning Opportunities and Experiences in 2010/11 Learning Opportunities and Experiences

Percentage of rating (%)

Mean

1. Know what to learn before WIE

4.2

1.0

1.4

3.2 13.7 41.0 32.4

2. Interest and challenge

4.4

1.0

1.2

1.7

3. Frequency of feedback on performance

4.2

1.0

1.9

3.1 15.1 38.6 32.9

8.4

4. Feedback that helps to improve workplace competence

4.3

1.0

1.9

2.2 12.2 36.5 38.4

8.9

5. Stimulated to think about university learning

4.2

1.0

1.7

3.8 14.4 40.2 31.5

8.3

6. Required to work with others

4.7

1.0

1.3

8.0

25.5 43.2 21.6

7. Opportunities to interact with different people

4.7

1.0

1.7

7.6

25.7 41.6 22.9

8. Effort to maximize own learning

4.6

0.9

1.4

7.5

30.8 45.9 14.0

9. Effort to learn by observing others

4.8

0.9

5.6

24.9 48.3 19.7

9.7

35.8 39.7 10.7

10. Effort to link WIE experience with 4.4 1.0 1.5 2.6 university learning Note: 1. Sum of percentage may not add up to 100% due to rounding. 2. 6-point scale was used.

9.9

6 8.3

36.4 40.5 10.3

Appendix III (Contâ&#x20AC;&#x2122;d) Table 8: Studentsâ&#x20AC;&#x2122; Responses to the Questions on Administrative Support in 2013/14 Administrative Support 1. Detailed written information about WIE 2. Attended at least one briefing informational session about WIE 3. Attended at least one preplacement training workshop 4. Had an appointed WIE supervisor/mentor from the workplace 5. Could approach someone in the workplace for advice/help 6. Had an academic supervisor/ advisor from PolyU visited my worksite 7. I could discuss WIE experiences with an academic supervisor/advisor from PolyU

Percentage (%) Yes No 95.0

5.0

87.4

12.6

81.0

19.0

72.3

27.7

93.5

6.5

52.6

47.4

77.2

22.8

Appendix III (Contâ&#x20AC;&#x2122;d) Table 9: Studentsâ&#x20AC;&#x2122; Responses to Questions on Administrative Support in 2010/11 Percentage (%)

Administrative Support 1. Detailed written information about WIE 2. Attended at least one briefing informational session about WIE 3. Attended at least one pre-placement training workshop

Yes

84.0

16.0

66.3

33.7

54.3

45.7

Always/ About half Almost always of time/ sometimes

Rarely/ Never

4. Had an assigned academic supervisor/advisor from PolyU for WIE placements

24.4

30.9

44.8

5. Could discuss WIE experiences with an academic supervisor/advisor from PolyU

14.2

35.2

50.7

6. Had an Academic advisor/supervisor from PolyU visited my worksite

13.1

27.0

59.9

7. Had an appointed supervisor/mentor from the workplace

27.5

31.1

41.4

8. Could approach someone in the workplace could approach for dvice/help

46.8

39.1

14.1

Appendix IV: Theoretical concepts of regression analysis

ď&#x201A;ˇ

With reference to 2010/11 survey report, six scales were used to capture the major theoretical concepts represented in the 14 items on learning gain (excluding the ones on the language and overall learning gain). These six scales were: (1) work attitude = initiative + responsibility + tries hard to do their best work (2) collaboration and communication skills = work with others + enhance communication skills (3) systematic thinking = problem-solving skills + ability to make logical judgments + being systematic and organized (4) enhancing university learning = further developed knowledge and skills learned at PolyU + applying theories and concepts learned at PolyU in the realworld (5) work-related knowledge = understanding of workplace environment + awareness of more job opportunities related to knowledge and skills from PolyU, and (6) global outlook = ability to adapt to new culture + interest in learning about new culture