The Australian College of Kuwait Award: A work-based case study of student self-management of lifewide and lifelong learning

The Australian College of Kuwait Award: A work-based case study of student self-management of lifewide and lifelong learning

This research project considers the expanding role of tertiary education in preparing students, not just academically but holistically, for their independent and engaged futures within increasingly unpredictable economic, workplace and social environments. The research problem associated with this study concerns the wider developmental expectations required of tertiary educators and institutions. Accordingly, this research project considers whether, in addition to the academic transcript, a separate document is of benefit to graduating students as evidence of such wider development. Hence, the purposes of this thesis are to explore any nonacademic/vocational functions of tertiary education and then consider existing models, including the Australian College of Kuwait’s (ACK) optional ACK Award program, that encourage and recognise the lifewide and lifelong development of students. This award program was established in 2013 and had been in operation for seven years at the time of the work-based research study involving a case study of the ACK Award through semi-structured interviews with 20 former participants. Key findings related to the need for more emphasis on goal setting and review in the cognitive dimension, and for transition from the relatively protected environment as a student to self-managed independence upon graduation. Further, the Goals Action Plan (GAP) template associated with the ACK Award should include a specific career-focused goal rather than the current general employability goal to encourage greater focus on early career planning. Participants spoke openly about the encouragement and guidance they received from their mentors in many developmental areas and accordingly, continuing support should be offered during the early years post-graduation. Although the case study provided evidence the ACK Award program benefited participants in self-managing their wider development, it was limited to one privately owned higher education institution within a Middle East Arabic Islamic setting. Accordingly, further study is needed in relation to nurturing self-management of lifewide learning in other settings. Since it is their individual futures that are at stake, a conclusion of this case study is that any report on noncurricular development is best prepared incrementally by the students themselves, with appropriate mentor guidance, as it reflects their own emerging and unique life journey which they must have the skills and confidence to self-manage beyond graduation.

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