Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61 % female) participating in flipped teaching environments and ten convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled "Flip endorsers") and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled "Flip resisters"). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors (a) use a theoretical perspective to inform their flipped teaching strategy, (b) integrate assessment into the design of their flipped classroom, and (c) flip the entire course.

The notion of employability is gaining importance as an essential outcome of many degrees in institutions of higher education throughout Australia. This paper aims to determine the effects of an Exercise Science course, which includes elements of both career development learning and work-integrated learning, on six dimensions of employability commencement readiness; collaboration; informed decision-making; lifelong learning; professional practices and standards; and integration of knowledge/theory and practice. The course components examined by the presented study included fieldwork placements, workshops and related career development assignments. Work Readiness Scales were administered prior to and on completion of the course. Students also rated the extent to which they considered any changes in their abilities were the result of each of the course components. Furthermore, responses to an open-ended questionnaire were analyzed to determine common themes affecting student development of each of the six dimensions. Comparison of pre- and post-work placement scores on the Work Readiness Scales demonstrated statistically significant differences in all the dimensions of employability except informed decision-making. Student ratings suggested that placements had a more significant effect on the changes in their abilities than the course workshops and assignments, however all three course components contributed to the development of workplace competencies. Student responses indicated that the course increased their awareness of personal strengths and weaknesses in relation to employability, as well as their knowledge of specific occupations relevant to exercise science.

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and personalized learning experiences that have been designed utilizing the principles of the SOAR model (Self-awareness, Opportunity awareness, Aspirations, Results). Four students who completed both courses participated in semi-structured interviews. Data was collected using thematic analysis of student responses. Results indicated that employability was enhanced as students developed realistic aspirations based on sound information and WIL experiences that can help achieve their personal career goals as they transition into the workforce. The courses provide a practical model for university academics and career development practitioners to work collaboratively. Importantly, they give students a competitive advantage, enabling them to become more proactive, confident and motivated in maximizing opportunities to manage their careers and lifelong learning.

There are increasing concerns in higher education for the need to move away from the traditional lecture format in order to more effectively prepare students as future leaders. Research in active learning has encouraged many tertiary educators to experiment with the flipped classroom approach that has been used extensively in K-12 educational programs. This descriptive paper outlines the design, implementation, and outcomes of a flipped classroom' approach that was put into practice in an undergraduate course in Sports Coaching. The students reported that they experienced more constant and positive interactions with lecturers/peers than in other courses. Overall, a high level of commitment to the course was indicated, while group work, discussions, and practical applications were also identified as positive aspects of the course. The most common suggestions for improvement included providing more time for group tasks to allow more interaction between classmates. Responses demonstrated a significant difference (p<0.05) in the responses of the 12 female and 23 male students, supporting the literature that females prefer cooperative learning environments. However, no significant difference was noted between those students with English as their first language and non-English speaking background students. The authors conclude that the flipped classroom approach is a very effective teaching and learning strategy that can be employed to enhance the effectiveness of coach education programs.

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived work self-efficacy in industries relevant to their studies. Comparison of pre- and post-course scores on the Work Self-Efficacy Scale demonstrated significant improvement in students' perceived work self-efficacy in all seven dimensions, as well as their perceived skill levels in thirteen important aspects of the work environment. The results suggested that all three course components (the work experience placement, career development workshops and presentations from practicing lecturers and professionals) provided important contributions to students' development. The factors that were considered to be most influential included feedback from supervisors, personal motivation and involvement, and regular workplace experience.

Field Project B is a final semester course in the three-year Bachelor of Exercise science at Griffith University that provides both career development learning (CDL) and work-integrated learning (WIL) in order to produce successful work-ready graduates. The course provides a practical model for university academics and career development practitioners to work collaboratively by engaging students in active and personalized learning experiences to maximize their employment potential for optimal economic and social outcomes (Reddan & Rauchle, 2012). CDL needs to be integrated into programs as most students will not voluntarily seek it out (Reddan, 2008). Filed Project B involves 13 two-hour workshops in which students are introduced to professional and personal techniques in order to assist them to gain entry into and function successfully in the workplace, in addition to a 140-hour work experience placement. The workshops include presentations by representatives from various industries in which Exercise Science graduates might seek employment, as well as CDL workshops covering topics such as career planning, job search, resume, applications, selection criteria, interviews and mock interviews. Students are required to apply the theory of job search strategies to real-life challenges by identifying a suitable graduate job, preparing a job application, selection criteria response and resume tailored to the position and then participating in a mock interview process. The mock interview process provides students with the opportunity to learn about interview performance in a significant way by playing the roles of both interviewer and applicant in a supported environment. The potential importance of the self-concept and self-esteem to vocational behaviour has long been recognized (Leong & Barak, 2001). More recently research has focused on the construct of self-efficacy, which refers to an individual’s beliefs in their ability to perform a particular behaviour. This particular research will consider how the course experiences affected the development of students’ work self-efficacy through the use of the Work Self-efficacy Inventory (Raelin, 2010). The Inventory measures students’ responses across seven dimensions including: learning, problem-solving, teamwork, sensitivity, politics, pressure and role expectations. The theoretical underpinning of the Inventory is that individuals with higher work self-efficacy are more likely to engage, and be successful, in workplace performance. Bates, Bates and Thompson (2013) found that students believed that their abilities to participate constructively in their professional work context significantly improved as a result of their placement experience in four of the seven dimensions. This study will replicate procedures in a different discipline to determine how alternative course and placement structures affect work self-efficacy. The results will assist the identification of elements of work self-efficacy that are developed through WIL programs to assist tertiary educators design more effective programs and further improve students’ work self-efficacy.

Field Project A is an elective course in the Bachelor of Exercise Science program at Griffith University and includes elements of both career development learning and work-integrated learning. This paper aims to determine the effects of the learning activities and assessment items developed for the course on students' self-efficacy in making positive career decisions. Prior to commencing a work experience placement, workshops were conducted based on the SOAR model (Kumar, 2007), including activities related to the development of the first three phases of the model - self-awareness, opportunity awareness and aspirations. The career decision self-efficacy scale (CDSS) and a questionnaire were administered prior to and on completion of the course. Comparison of scores demonstrated significant differences in relation to students' confidence in self-appraisal, occupational information, goal selection, planning and problem-solving. Students perceived the course increased their awareness of personal strengths and weaknesses related to employability and their knowledge of specific occupations.

This paper aims to demonstrate the benefits of introducing the typical course grading process to a work-integrated learning course in exercise science in order to motivate students to produce their best efforts in assessment tasks relevant to their future employability. The course had incorporated a non-graded pass/fail system of assessment since it was first offered but changed to a typical university grading process in 2011. At the completion of the course a two-page questionnaire was administered to all students to determine their opinions of changing from a non-graded to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course.

Work-integrated learning has become a significant feature of Australian universities over the past decade. Earlier research indicates that some form of career development is essential to prepare undergraduate students for a competitive employment market. The 2008 National Association of Graduate Careers Advisory services (NAGCAs) symposium sought to establish best practice in the integration of career development learning and work-integrated learning. The NAGCAs symposium and resulting project served as a catalyst for the current study, which examined the value of career development learning to work-integrated learning through student perceptions of the benefits of career education workshops in Field Project, a final-year course for the Bachelor of Exercise science at Griffith University, Gold Coast. The findings suggest that university students should be exposed to courses that provide a combination of career education and work-integrated learning as part of their formal studies to maximise their employment potential for optimal economic and social outcomes.

Assessing a work-integrated learning course in Exercise Science Good assessment practices of work-integrated learning (WIL) inform educational institutions of preparedness of their graduates for workplace and should consider differing views and needs of three main stakeholders: employers, students, and educational institute (Hodges et al., 2005). Assessment of field work placements is rather novel for most students, who traditionally have experienced assessment techniques such as examinations and research assignments. Wellington et al. (2002) suggest that this approach has minimal validity in a WIL scenario. Workplace learning is affected by many factors (Foley, 2004) and thus assessment of student progress is associated with numerous difficulties. Richardson et al. (2009) developed CCARDS framework to ensure the professional context, environment and generic development are embedded in choice of assessment type. The framework included following criteria, which were regarded as essential to assessment of WIL process: contextual; capability driven; action-based learning; relationship collaboration; developmental; and student-centred. This study reports on use of framework in development of assessment items in Field Project, a final year Exercise Science course, which includes both work experience and career education. Student perceptions of validity and fairness in marking of each of assessment items, as well as allocated percentage of total marks, are examined. The advantages and disadvantages of recently changing status of course, from non-graded to graded, are also presented, along with benefits and most important outcomes of course.

This presentation will examine the restructuring of the Bachelor of Exercise Science at Griffith University on the Gold Coast, Queensland, Australia. There are several motivations behind the restructuring of undergraduate degree programs. Perhaps the most common is to improve the education experience of the students. Changes in the curriculum also allow students more flexibility to select courses to meet their educational objectives. Thirdly, the restructured program will hopefully produce highly qualified graduates who are competitive in the job market. The Bachelor of Exercise Science was introduced in 1995 to prepare graduates to meet emerging employment needs for specialist practitioners in Exercise Science. Crucial to the development of the program was its importance in the proposed graduate entry Physiotherapy program, which commenced in 1999. The program was constructed to also meet the needs of the wider community in the areas of ageing and specialist sporting initiatives. The first graduates completed their studies in 1997. Changes were made to the program based on the results of a graduate survey and focus group discussions. The courses offered in the program have changed significantly since its introduction. By 2003 the program structure was well established with perceived high levels of satisfaction among students and employers. The number of commencing students has increased considerably with the degree being incorporated into a number of double/combined degree programs offered by the School. In 2010 significant changes in the curriculum will be introduced to provide third year students with more electives to assist in creating opportunities for employment.

Prior research indicates that some form of career development program is essential to prepare undergraduate students for a competitive employment market. This research examined the benefits gained by students in preparation for the workforce following a program of job-search seminars and mock interviews. The study revealed that the students perceived the program produced significant increases, as indicated by changes in mean scores obtained on the Measure of Guidance Impact (Killeen, 1992). Pre- and post-mean scores of 79.2 and 98.0 were reported, compared with norm values of 82.5 and 93.4. This improvement in mean scores demonstrated the effectiveness of the program, compared with results obtained on a large-scale survey. Students indicated a low participation rate (15%) in voluntary job-search seminars, emphasizing the importance of including these seminars as a required course component in university programs. Generally, participants reported a favorable attitude to the job-search seminars and accompanying printed booklets. The subjects identified a number of benefits as a result of participating in mock interviews, as well as being a member of the interview panel. Overall, the students perceived they had developed a reasonably high level of confidence in preparation for "real-world" scenarios.