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Fostering learning strategies in universites to prepare a self-regulated workforce

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version abrégée Due to directive teaching experiences at schools, students are not regarded as active, self-regulated learners. In particular, Time Management (TMT) is reported as a critical but deficiently developed Learning Strategy (LS) not only by students but also by working practitioners. Little attention is paid to fostering those LSs at universities which are important for future work and workplace learning. Thus, the aim of this paper is to identify possibilities to develop LSs within university education. It is reported from an analysis of multiple studies applying a multiscale instrument to diagnose LSs. A case study provides insights into TMT strategies and how students perceive the support provided by the institution. It may be concluded that formal education is not sufficiently addressing the development of suitable skills for work life. Universities should pay attention to the environment in which students are immersed, stimulate reflection and promote collaboration among students.
   
Genre Journal paper
   
mot-clé
   
langue English
kind of paper journal article
date de sortie de la publication 23-9-2008
journal International journal of human resources development and management : IJHRDM
maison d'édition Inderscience Enterprises (Olney, Bucks)
ISSN 1465-6612
ISSN (online) 1741-5160
DOI 10.1504/IJHRDM.2008.019544
émission du journal 8
numéro du journal 4
page(s) 332-345
Review pas de Review
   
citation Zellweger, F., Hasanbegovic, J., & Metzger, C. (2008). Fostering learning strategies in universites to prepare a self-regulated workforce. International journal of human resources development and management : IJHRDM, 8(4), 332-345, DOI:10.1504/IJHRDM.2008.019544.