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Encouraging Transformational Learning and Reflective Practice with 2nd Year IT Students Using a Skills Inventory

In: Software Engineering Education for a Global E-Service Economy

Author

Listed:
  • Clive C. H. Rosen

    (University of Derby)

Abstract

Helping computing students acquire the skills employers require is fraught with problems. Students often do not see teaching these skills as a legitimate element of a computing curriculum. This chapter argues that part of the reason for this is a psychological resistance to self-exploration and self-evaluation and not the rational argument it appears to be. Furthermore, self-awareness is a pre-requisite for transformational learning which is pre-requisite for students being able to achieve their full potential. This chapter discusses the causes of student resistance to engaging fully in activities designed to improve their employability skills. It then discusses the concept of transformational learning as a common objective of higher education and preparation for employment. Finally, it presents the deployment of a skills inventory to introduce students to the concepts of self-evaluation and self-awareness which overcomes their natural ambivalence. Results have been encouraging and the student response positive.

Suggested Citation

  • Clive C. H. Rosen, 2014. "Encouraging Transformational Learning and Reflective Practice with 2nd Year IT Students Using a Skills Inventory," Progress in IS, in: Gianmario Motta & Bing Wu (ed.), Software Engineering Education for a Global E-Service Economy, edition 127, pages 59-64, Springer.
    • Handle: RePEc:spr:prochp:978-3-319-04217-6_7
    DOI: 10.1007/978-3-319-04217-6_7
    as

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