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Academic, industry and student perspectives on the inclusion of 'vocational knowledge' in a 'Learning and Teaching Academic Standards Statement' for agriculture

Citation

Botwright Acuna, T and Kelder, J-A and Able, AJ and Guisard, Y and Bellotti, WD and McDonald, G and Doyle, R and Wormell, P and Meinke, H, Academic, industry and student perspectives on the inclusion of 'vocational knowledge' in a 'Learning and Teaching Academic Standards Statement' for agriculture, Journal of Learning Design, 7, (2) pp. 1-15. ISSN 1832-8342 (2014) [Refereed Article]


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Licenced under Creative Commons Attribution 3.0 Unported (CC BY 3.0) http://creativecommons.org/licenses/by/3.0/

Official URL: https://www.jld.edu.au/

Abstract

This paper reports on the perspective of industry stakeholders in a national project to develop a Learning and Teaching Academic Standards (LTAS) Statement for the Agriculture discipline. The AgLTAS Statement will be aligned with the Science LTAS Statement published in 2011 and comprise a discourse on the nature and extent of the Agriculture discipline and a set of Threshold Learning Outcome (TLO) statements specific to Agriculture.

Agricultural research and teaching relies on strong links with industry due to the applied nature of the discipline. Without these links, sustainable and profitable practice change in agricultural systems cannot be achieved. A pilot project, in 2011-2012, with academic staff from three Australian universities identified vocational knowledge as a potential focus for a TLO. The AgLTAS project provides the opportunity to validate or refute this TLO by seeking input from a wider group of stakeholders, including industry. National consensus is being sought by a process of iterative consultation with academics, students and industry stakeholders and tested across four Australian universities. We have collected qualitative and quantitative data from industry participants who attended a series of workshops across most Australian States and Territories and through an online survey. Surprisingly, and contrary to the findings of the pilot project, industry representatives considered vocational knowledge of lesser importance to the need for students to attain highly developed problem solving and communication skills that can generate new opportunities and innovation in agriculture. Industryspecific (vocational) knowledge was generally regarded as attainable during on-the-job training after graduation. This finding prompts the question whether the AgLTAS Statement should be linked to professional accreditation that may be attained after graduation.

Item Details

Item Type:Refereed Article
Keywords:threshold learning outcomes, vocational knowledge, curriculum design, undergraduate agriculture
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Science, Technology and Engineering Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Assessment and Evaluation of Curriculum
Author:Botwright Acuna, T (Associate Professor Tina Acuna)
Author:Kelder, J-A (Dr Jo-Anne Kelder)
Author:Doyle, R (Dr Richard Doyle)
Author:Meinke, H (Professor Holger Meinke)
ID Code:94773
Year Published:2014
Deposited By:Tasmanian Institute of Agriculture
Deposited On:2014-09-17
Last Modified:2017-11-21
Downloads:156 View Download Statistics

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