At the end of the course, students are able to:|
- work on the basis of a real-life problem about technology in an HRD context;
- to apply academic and non-academic competences in the HRD real-live consultancy process;
- to find and critically discuss the latest and/or most relevant scientific insights related to the given problem;
- to find and critically discuss the latest and/or most relevant insights or best practices related to the given problem from non-academic sources;
- to select, organize, and integrate the above mentioned information from scientific and non-scientific sources into a coherent, consistent, and meaningful report;
- to present this final product;
- critically reflect on one's own functioning as a member of an HRD consultancy team working on a real-life advice question.
Relationship with EST labour market (Intended Learning Outcomes [ILO’s] as described in the EST programme specific appendix of the EER):
- This course contributes (strongly) to: Research competence, Advice competence
- To a limited extent, this course contributes to: Domain expertise
- This courses assesses the following ILO’s in some way (can include formal/informal, formative/summative, peer/expert): Domain expertise, Research competence, Advice competence.
The aim is to produce an HRD advice report in a real-life context, based on a specific request from a client. The research and consultancy processes that you will apply require an integration of scientific theories and research approaches in a real-life context. This does not only require academic skills but also the competences to act in a business environment, negotiating on facilitating and inhibiting factors, and gaining support at the managerial, operational and individual levels, but also gaining experience yourself with the technology that you will be advising about.
In this course students work in teams on real HRD cases from clients. These cases will focus on technology-enhanced learning from an HRD perspective, for example the use of technology (e.g., virtual reality; action cameras; eye-tracking; physiological measures) to study and foster the learning, training, and development of complex, job-related competencies, such as negotiating, public speaking, and handling of task-related stress.
The aim is to provide the clients with an advice report. In this report, the latest and/or most relevant insights from scientific research and theories are presented. But it also provides an overview of best practices in other organizations or contexts, and reviews also information professional, non- scientific literature. All these insights will be presented in the advice report, along with critical discussion and practical recommendations.
The course starts with an introduction to HRD, technology, consultancy and some HRD intervention skills necessary to complete the course. The teams will meet their client regularly and work in a group on a tailor-made final product and a justification and reflection report. This course offers a unique chance to apply theories and research methodology in HRD contexts and offers relevant preparation for the Final Project. Preparing the advice includes: analysis of the initial questions, reports on field research, design of interventions, supporting materials, instructions for practitioners, evaluation methodology, evidence of effects; furthermore reflections on the problem, context, design, research and consultancy approach, theoretical underpinning and effects, and the added value of HRD in this case.
The course will be assessed and the grade will be determined on the basis of the quality of the advice report, a presentation, and an individual reflection assignment. The advice report counts for 75%, the project exam for 15%, and the individual reflection assignment counts for 10% of your final grade. This final grade needs to be at least "sufficient" (≥ 5.5) to pass this course.
Relationship with technology:
See course description
Enrolment in this course is subject to the following requirements:
The student has successfully completed the UT’s pre-M programme Educational Science and Technology (pre-M EST) (or equivalent/related BSc programme, to be decided by the M-EST admission committee).
|Master Educational Science and Technology||Verplicht materiaal-Aanbevolen materiaal|
|No books, only journal articles|
|Various types of assessment|