Iwona Miliszewska
Abstract
A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year Project subject. The Project, a team effort, involves the design and implementation of a real-life computer application for an external client. Academics responsible for the degree consider Project and its three components of group context, project-based problems, and outside focus essential to transforming computing students into competent graduates. Do Project students support this view? This paper reports on a comparative study of the students' perceptions of the project experience and the relative importance of its three components. The paper discusses the results of the study with respect to the different locales, Melbourne and Hong Kong, and concludes by considering the implications of the study on the Project model.
Erratum:
This paper is slightly edited from: Miliszewska, I., & Horwood, J. (2004). Engagement Theory: A Framework for Supporting Cultural Differences in Transnational Education, Proceedings of the HERDSA Conference, Miri, Malaysia, July 2004, (electronic proceedings).
This is a revised and extended version of: Miliszewska, I., Horwood J., & McGill, A. (2003). Transnational Education through Engagement: Students Perspective, Proceedings of the Informing Science and IT Education Conference IS2003, Pori, Finland, June 2003, 165-173.
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Index Terms
- Engagement theory: a universal paradigm?
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