Conference Proceedings, 14th Biennial CSSI Conference 2013: Mind, Body, Spirit: The Holistic Approach to the Student Experience COACHING AND EMPLOYABILITY: Working From The Inside Out: From Touchy Feely to Optimum Human Functioning?
Students are also encouraged to find a balance between process and product assessment and to reflect on the possibilities for deep learning episodes where an overly zealous approach may be inappropriate; “Not everything that counts is countable and not everything that is countable counts.� (Einstein). Deep learning demands learner activity and interaction with others within a well-structured knowledge base - i.e. where content is taught in integrated wholes and where knowledge is required to be related to other knowledge (Gibbs, 1992). Longworth (2003) identifies characteristics of a learning society where learning is accepted as a continuing activity throughout life and learners take responsibility for their own progress; Assessment confirms progress rather than brands failure. The common ground between all of these perspectives is that they must lead to and inform effective learning (Race 2006) and promote critical perspectives, (Brookfield, 2007, p. 15). The assessment framework within the Human Development modules in LIT Tipperary is designed to allow students the reflective space to critically evaluate their own understanding. In particular, the balance between developing applied professional and vocational skills and academic knowledge has been carefully and rigorously maintained.
Student & Staff Perspectives: our modules & their potential for holistic growth. So do the above psychological and philosophical approaches which underpin our pedagogy, lead to positive holistic growth for students? The following themes emerged from a thematic analysis of the end of term module evaluations (2012-2013) for six human development type modules across three different departments namely; Business, Education and Social Science, School of Art & Design and Computing. The evaluations represent 200 student questionnaire responses. It is important to note here that these evaluations were the official end of semester module evaluations conducted without specific reference to this paper but nonetheless directly relevant. Ten important themes emerged when this qualitative data was collated and analysed (See Thematic Overview - Figure 4 & representative student response – Figure 5). Themes 1-5 emerged as the major recurring themes and themes 6-9 were considered significant but less frequent in occurrence. Theme 10 presented in the narrative chart provides some insights into the overall learning environment as experienced by students.
9. Career Skills & Interviews
8. Meetings & Report Writing
1. Increased Self Awareness
2. Improved Group Capacity
The Student Perspective & Key Themes
3. Conflict Negotiation Stress & Emotional Int.
4. Leadership Listening Multiculturalism
7. Ethics & Values
6. Presentation Skills and Confidence
Figure 4 Emergent Themes from Student Evaluations
5. Self as a Professional & Reflective Practice
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