作者:Qin Zhaoguang
院校:Shandong Vocational College of Science and Technology
Industry-Based Congruence; Undergraduate Education; Weifang City, China; Key Competencies; Curriculum Alignment
[1] Anderson, W., & Sanga, J. J. (2019). Academia–industry partnerships for hospitality and tourism education in Tanzania. Journal of Hospitality & Tourism Education, 31(1), 34–48.
[2] Bradley, A., Quigley, M., & Bailey, K. (2021). How well are students engaging with the careers services at university? Studies in Higher Education, 46(4), 663–676.
[3] Gbollie, C., & David, M. (2014). Aligning expansion and quality in higher education: An imperative to Liberia’s economic growth and development. Journal of Education and Practice, 5(12), 139–150.
[4] Gonzales, L., Potts, L., Hart-Davidson, B., & McLeod, M. (2016). Revising a content-management course for a content strategy world. IEEE Transactions on Professional Communication, 59(1), 56–67.
[5] Laurie, R., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of education for sustainable development (ESD) to quality education: A synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242.
[6] Sitlington, H., & Coetzer, A. (2015). Using the Delphi technique to support curriculum development. Education + Training, 57(3), 306–321.
[7] Vlachopoulos, D. (2016). Assuring quality in e-learning course design: The roadmap. International Review of Research in Open and Distributed Learning, 17(6), 183–205.
[8] Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: A systematic literature review.International Journal of Educational Technology in Higher Education, 14(1), 1–33.
[9] Wohlfart, O., Adam, S., & Hovemann, G. (2022). Aligning competence-oriented qualifications in sport management higher education with industry requirements: An importance–performance analysis. Industry and Higher Education, 36(2), 163–176.
Copyright © 2021-2022 未来科学出版社 All Rights Reserved.
+65 6396 6190
微信二维码