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Experiences and reflections on the transition from classroom to practice
Author(s) -
Haslett Tim
Publication year - 2001
Publication title -
system dynamics review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.491
H-Index - 57
eISSN - 1099-1727
pISSN - 0883-7066
DOI - 10.1002/sdr.210
Subject(s) - reflection (computer programming) , context (archaeology) , government (linguistics) , affect (linguistics) , system dynamics , dynamics (music) , computer science , transition (genetics) , mathematics education , engineering management , knowledge management , engineering , sociology , pedagogy , psychology , artificial intelligence , paleontology , linguistics , philosophy , biochemistry , chemistry , communication , gene , biology , programming language
Translating university‐based learning to a real‐world context preoccupies many academics. For the systems modelling group at Monash University, the aim is to establish a community of system dynamics practitioners in business and government. System dynamics modelling has been taught at Masters level for the past five years, during which time various methods have been used to affect this translation. These involved varying formats for the major piece assessment, including individual organization‐based projects, case‐study projects and group organization‐based projects. The advantages and disadvantages of these approaches are discussed and some of the insights gained from student feedback and reflection by the teaching staff are presented. Copyright © 2001 John Wiley & Sons, Ltd.