Abstract
Global education requires collaborative, standardized and flexible teaching pedagogies fit for purpose to each local community. International development and globalization of sustainable teaching and learning strategies in higher education result in a work-ready universal workforce with good soft and human skills. Educational initiatives and use of technology are essential to train self-directed lifelong learners with transferable skills preparing graduates for technical, professional, entrepreneurial and multinational leadership roles in future. The emerging economies are based on knowledge as a key factor, and industries demand highly trained employees in the fast-changing up-to-date health industry. The focus of this presentation is our mixed-mode innovative strategies being used to train globally work ready allied healthcare graduates with a trial to incorporate entrepreneurship and providing modern day employability attributes. Our teaching strategies, resulting in a very high employment rate before graduation with global employers and low attrition rate, include work-integrated learning, problem-based learning, inter-professional learning, teamwork with group discussions leading to peer review, reflective practice and self-directed learning. This is incorporated within horizontal and vertical scaffolding of teaching material across courses and subjects to prepare interdisciplinary graduates for the very liquid workplace of the world today. This presentation is our case study providing evidence of successful outcomes using these tools. To conclude audience will be invited to share their opinions, strategies and effective pedagogy to our challenges in evaluation of effectiveness and incorporation of sustainable entrepreneurship for increasing healthcare students aspiring to be self-employed innovators in the international healthcare industry.
Author Information
Indu Singh, Griffith University, Australia
Paper Information
Conference: CHER-HongKong2018
Stream: Globalisation/internalisation of education and impact on student learning
This paper is part of the CHER-HongKong2018 Conference Proceedings (View)
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