Introduction Evalua international conference elgic 2014

Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 205 understanding” and “learning to work with others”. The students learned about the teamwork concept via an activity-based camp. The activity evaluation results obtained from the students showed that the preparation camp play a significant role in their essential skills improvement. Keywords:Essential skills, Preparation process, Work-integrated learning

1. Introduction

One of missions of King Mongkut’s University of Technology Thonburi KMUTT is to develop and promote educational and learning systems in which students are capable of life-long learning, the best academicallyand have virtue, morality and work ethics. According to the mission, Work-integrated Learning WiL is one of disciplines that develops students to be work-ready and well-rounded graduates. As stated by Cooper et al. 2010, WiL is the intersection and engagement of theoretical and practice learning. It is the process of bringing together formal learning and productive work, or theory and practice. WiL program in KMUTTwas firstly introduced at the graduate level of Chemical Engineering department in 1997 and subsequently founded in other disciplines, such as food engineering, starch engineering and technology, bioinformatics, and biotechnology Ku et al., 2005. In 2013, a special model of WiL, WiL-KMUTT, for the undergraduate level was firstly implemented. Key factors in the WiL-KMUTT model are the problem- based learning at a practice site together with a facilitation system for students learning. Since students are one of main parts in WiL, preparation process is crucial before entering the workplace. Students have to know what and how they have to do in the workplace and should be ready to learn under a “real-world” problem Martin Hughes, 2009.This study focused on the preparation process of the WiL- KMUTT model and students’ perceptions on effectiveness of the preparation activities.

2. Student preparation inWiL-KMUTT program

To prepare students in the WiL-KMUTT program to be ready for entering the practice site, preparation for learning was a key step in the WiL program. There are 2 main sessions in the preparation process, delivering of WiL concept and useful information to students and providing skills needed for learning in the workplace. The process started with giving an overview picture of learning in WiL program, learning benefits and experiences that students would get during the program. In addition,students were explained about workplace literacy including basic information of the workplace, practical standards and ethical issues. The other session was focused on the preparing some essential skills prior to working in the practice site. Seven work-based attributes i.e. data management, problem solving, working attitude, working discipline, planning, communication, and teamwork were expected for students in the WiL program. Two skills, communication and teamwork, were primarily trained for students in the preparation process. One-day workshop and activity-based camp were set for coaching a communication skill, mainly focused on a technical presentation, and team working skill, respectively.

2.1 Delivering of WiL concept and workplace literacy

The first part was an orientation session from university executives. Messages of the university policy, expectation and motivation of learning in WiL program, activities, tasks, and responsibilities in the practice site were delivered to students. Additionally, to provide information of workplace issues to student, a HR personal of the practice site had been invited to give an overview of the company,including organization background, working culture, policy, code of conducts, and practical standards. Ethical and moral issues in the organization point of view were also discussed with students. Understanding and perception of students N=21 on WiL concept and workplace literacy were evaluated before and after the session. Five-point rating scales were used in a survey 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = poor. 2.2 Presentation workshop One-day workshop,consisting of a lecture-based and presentation practice, was carried out to give aconcept of how to deliver a technical message to non-technical audiences effectively.Contents in the lecture part are the composition of the presentation,media preparation, andtechniques in presentation. Speaker spent 45 minutes in each topic. At the end of the lecture, students were grouped into 5 people and each of them had to prepare 5 minutes presentation on a topic of their interest using the knowledge learned from the lectures.Others in the team assessed and commented upon the topics learned in the lectures. During the presentation practice, students were evaluated their presentation skill by lecturers and get feedback to improve their skill. Four-point rating scales were used in this evaluation 4 = excellent, 3 = good, 2 = average, 1 = poor. After the workshop, students N=14 evaluated effectiveness of the activity about content, knowledge and benefits getting from the workshop.Five-point rating scales were used in a survey 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = poor. 2.3How to work with others? - A team working camp Camp activity has been held for 4 days and 3 nights at the university campus. The purpose of this camp is to build familiarity among students and develop teamwork skill. Three activity-based modules Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 206 conducting learning, 2 human rel different d rotated the module, st FILA the Outcomes, activities b communica module. In relations a environmen carried out After evaluated improveme survey 5 below aver

3. Evalua

The re students pe university students pr content in assessment teamwork c Stude perception program, l responsibil working st and ethics The asses Students i perception significantl after the o understand expectation and moral average f respectively better unde learn and p and 4.69 fo rule and respectively g in the camp 2 self- and o ation and com departments w eir group in tudents learned abbreviation and Action based on Sat ation NVC w n the last mod and communic nt, mini-dialo . the teamwo effectiveness ent. Five-point = excellent, 4 rage, 1 = poor ation results esults consists erception and u expectation a resentation ski the presentatio t on their sk camp. ents assessed of the univ learning expec lities during w tandard workp and morality in sment result indicated that of all issues ly paired T-te orientation sess ding and perc n, workplace ru litybefore the for all issue y. However, a erstanding on practice during for WiL policy regulation, y. consist of 1 other- understa mmunication. were grouped each activity d to solve a for Facts, Id ns table.Self-r tir model and were performed duleof learning cation, activitie ogue, and obs ork camp, stu of the camp t rating scales 4 = good, 3 = . of 3 main part understanding and workplac ills and their a on workshop, a kills after tr dtheir unders versity policy ctation tasks, working at the place rules an n the company was shown t their unde mentioned ab est at 95 con sion. Students ception of Wi ule and regulat orientation w s 2.70, 2.6 after the orient what and how the WiL progr y and expectati and ethics problem-based anding, and 3 Students from together and y. In the firs problem using deas, Learning reflection and d non-violence d in the second g about human es under a se servation were udents N=21 on their skills were used in a = average, 2 = ts, which are 1 of WiL policy ce literacy, 2 assessments on and 3 students aining in the standing and y about WiL activities, and e practice site nd regulations y point of view in Figure 1 erstanding and bove increased nfidence level assessed thei iL policy and tion, and ethics was almost on 5, and 3.07 tation, they ge w they have to ram4.52, 4.53 ion, workplace and morality d m d st g g d e d n et e s a = y, n s e d L d e, , w. . d d r d s n 7, et o 3, e y, Figure 1 policy of and aft Pres during th assigned topic. Th aspects, w aids, phy to answe Table 1 a present aids, sp questions However composur gesture, constraint Table 1.P entering t Organizat Visual aid Physical c Speech m Ability to Adhere to Stud content knowledg presentati the works 4.40 aft bypaired also indi helpful an future s applicatio Figure 2 Afte effectiven evaluated 1.Understandin f WiL program fter getting info compa sentation skill he presentatio to give a 5-m eir presentatio which are cont ysical composu er questions, a . The result in tation with go peech mechan s scores 3 , students sh re, such as ma and manage t score 3 me Presentation ski the WiL progra Topics tion ds composure mechanics o answer quest o time constrai dents gave the Figure 2. ge and under ion significant shop score = 2 terthe worksho T-test at 95 icated that co nd can be appl score = 4.87 ons, respectivel 2.Evaluation re technical pres er the teamw ness of activitie d their four ng of students a m and workplac ormationfrom u any executives lsof students on workshop. minute talk on n skills were e tent organizatio ure, speech m and adhere to ndicated that st ood content or nics,and abili means “good hould improve aintain eyes c their talk acc eans “average t ills of students am me 3. 3. 2. tions nts 3. 3. 2. eir opinion on They indica rstanding abou tly improved 2.67 beforethe op,significanc confidence ontents in the lied in their wo and 4.67 fo ly. sults of the “H sentation” wor work camp, st es on skills dev essential ski about university e literacy befo university and were assess Students we n their interest evaluated from on, use of visu echanics, abili time constrain tudents prepar rganizing, visu ity to answ d to excellent” e their physic ontact or prop cording to tim to good”. s prior to Score ean SD 14 0.48 12 0.46 95 0.53 04 05 82 0.49 0.26 0.70 n the worksh ated that the ut the technic after training e workshop an ce test analyz e level.Studen e workshop a orking life in t or benefits an How to prepare rkshop tudents assess velopment. Th ills, which a y re ed ere ted m 6 ual ity nts red ual wer ”. cal per me op eir cal in nd zed nts are the nd a ed hey are Education and Leadership in Glocalization : What does “think globally, act locally” mean for education around the world? 21-24 2014 207 teamwork, communica The result affected on paired T- teamwork, communica in a range and 4.24 t Mean diffe and after th teamwork, communica that the cam students kn Figure 3. self- and skill of stu

4. Conclu