Mackay-Ireland, Lynette, and Errington, Ed (2011) Taking the interview. Teaching and Learning Development, James Cook University.

	Video (MPEG) (Smaller file size) - Published Version Download (69MB)
	Video (MPEG) (Larger file size) - Published Version Download (256MB)

Abstract

The scenario was built around a fictitious third year graduate class preparing for professional life post University. The central tenet was to utilize lateral thinking in a communicative group interview scenario using a hypothetical. The initial part of the session was to contextualize the situation explicitly discussing transferable skill sets within the process. The scenario stage involved the engagement of the students in a communication hypothetical as finalists for a PR company job. The final stage of the session involved a debriefing engendering a meta-cognitive methodology whereby students 'unpacked' the thinking involved in both the scenario and the interview.

Research Statement

Research Background	Rationale for the Project A recent survey of over 500 employers showed that one of the most valuable commodities a graduate can have is work experience. An obvious way to gain this would be through placement in a work environment. However, work placements may not, in themselves provide sufficient scope or time to develop the attributes needed by graduates to prepare and sustain them for the professions. The cross-curricula project team at JCU, asserted that scenario-based learning (SBL) provided one useful stratagem for embedding graduate attributes within students, as would-be professionals. Research aims were fourfold: (1) To establish the extent of work-based learning practice that encompass SBL within four discipline areas of the FAESS. (2) To enhance current work-based offerings designed to embed graduate attributes via the use of scenario-based learning processes. (3) To generate support materials/identify SBL champions (4) To disseminate the project/engaging and enhancing staff input within/across the four discipline areas
Research Contribution	The combination of peer review processes among the team linked to the trialing of four different kinds of scenarios - making this a unique educational research contribution to scenario-based learning and the attainment of graduate attributes.
Research Significance	The research significance of the project outcomes lies in the revelations afforded by employing different kinds of scenario approaches - all based on situated learning principles - to achieve particular educational intentions.
Item ID:	17582
Item Type:	Other
Media of Output:	Video
Keywords:	scenario-based learning; interview; groups
Additional Information:	This video was produced as an exemplar of scenario-based learning practice within the context of Indigenous Australian Studies.
Funders:	WIL@JCU
Projects and Grants:	WIL PROJECT
Date Deposited:	29 Aug 2011 01:23
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130299 Curriculum and Pedagogy not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology @ 100%
Downloads:	Total: 37 Last 12 Months: 7
	More Statistics