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Exploring faculty members' implementation of applied learning at a local university in Singapore
Author
Bavani Santhra Sagaran
Supervisor
Teo, Chua Tee
Koh, Caroline
Abstract
The objective of this study is to attain a thorough understanding of how and why faculty members at a local university engaged in applied learning (AL) and applied learning strategies (ALS) within higher education. Analysing structured in-depth interviews with 17 faculty members from ICT, Science, Engineering, Social Sciences, and Business faculties using grounded theory revealed central themes. The study revealed that teachers perceived AL as a means of connecting theoretical knowledge with practical application, placing emphasis on experiential learning and integration with industry. The essential components of ALS that have been identified include active participation, cooperative learning, practical application, technology utilisation, creative approaches, and advanced cognitive abilities. The kinds of ALS deployed include problem-based learning, industry collaboration and technology integration. The ALS implementation focused on three main themes of: Active Planning and Confident Engagement, Active Classroom Management and Reflective Teaching Practice. The motivations of faculty members for adopting ALS were classified into four categories: Personal Experiences and Beliefs, Student-Centred Motivations, Institutional and External Influences, and Pedagogical Beliefs and Approaches. Five primary challenges were identified in the implementation of ALS. These include Establishing Industry Relevance and Collaboration, Balancing Academic Rigor with Practical Skills, Pedagogical Barriers to AL, Manpower and Workload Balance Constraints, and Student Engagement and Response. In addition, the faculty members reported personal needs in the implementation of ALS. These were classified into five categories: Resource Needs for AL, Institutional Support and Professional Development, Student Engagement and Readiness, Assessment and Feedback and Need for Continued Collaborative Learning Among Faculty Members. Interestingly, some faculty members had emphasised on the significance of shared faculty ideals, and the necessity of AI training in AL. To ensure the reliability of the qualitative data, an iterative coding process was employed, with inter-rater reliability achieved through multiple rounds of coding and discussion. The final intercoder agreement was a Cohen's Kappa of 0.8, indicating a high level of consistency between coders. The findings of this study appear to provide a nuanced understanding of AL and ALS, highlighting their preparation and execution, with an evolving and diverse nature across disciplines. The insights feature the dynamic interplay between theory and practice in education, emphasising continuous innovation and adaptation in teaching practices to meet the demands of a rapidly changing world.
Date Issued
2025