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A perspective on third-party providers and study tour programs: a mixed method study

Hains-Wesson, Rachael and Appleby, Mary 2017, A perspective on third-party providers and study tour programs: a mixed method study, Issues in educational research, vol. 27, no. 3, pp. 435-452.

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Title A perspective on third-party providers and study tour programs: a mixed method study
Author(s) Hains-Wesson, Rachael
Appleby, Mary
Journal name Issues in educational research
Volume number 27
Issue number 3
Start page 435
End page 452
Total pages 8
Publisher Institute for Educational Research in NSW, SA and WA
Place of publication [Rockingham, W.A.]
Publication date 2017-08-03
ISSN 0313-7155
1837-6290
Summary This article presents an evaluation research outcome that used a mixed method approach. The study evaluated a short-term, study tour unit that was offered as an elective, credit-bearing, work-integrated learning experience for second year undergraduate students at Swinburne University of Technology, Melbourne, Australia. The unit of study offered students up to five different international destinations (India, China, Philippines, Samoa and Malaysia) from 2014-2017. The evaluation research project focused on participants’ perceptions of working with third-party providers when undertaking a study tour program. The results from the study helped the authors to highlight the complexities around the implementation of an inclusive and collaborative process that is often required when co-developing a short-term, study tour program for multi-disciplinary student cohorts at a university-wide level. A main outcome from the study was the development of a set of recommendations for university study tour staff who find themselves operating in similar contexts. The recommendations highlight some practical solutions for providing avenues for the integration of an inclusive approach when developing a study tour program with third-party providers.
Language eng
Field of Research 13 Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution No-Derivatives licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30107967

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.