Abstract
Denne artikkelen beskriver enkelte sider ved hvordan næringsmasterprogrammet i regnskap og revisjon ved Universitetet i Sørøst-Norge (USN) søker å initiere erfaringslæring. I en næringsmaster, der alle studenter arbeider deltid i profesjonsrelevante stillinger, er målsettingen at erfaringslæring skal fremskynde prosessen med å bli en dyktig profesjonsutøver. Taushetsplikter setter begrensninger for erfaringslæring. Arbeid med refleksjonsnotat og skoleutviklede case kan fremme erfaringslæring og evne til kritisk tenkning. Vi undersøker hvordan studentene i masterprogrammet oppfatter egen læring og utvikling av evne til livslang læring i lys av ulike læringsaktiviteter. Våre funn tyder på at studentene opplever at forelesninger og arbeid i kollokviegrupper er de viktigste læringsaktivitetene. Abstract in English Learning and Development of the Capacity for Lifelong Learning in a Professionally Oriented Training Program with Partner CompaniesThis article describes methods employed by the University of South-Eastern Norway's (USN) Industry Master's program in Accounting and Auditing to incorporate experiential learning. Within this program, every student holds a part-time position relevant to their professional development, an approach designed to expedite their journey to becoming proficient professionals. However, confidentiality obligations serve as a hurdle to experiential learning. Techniques such as writing reflection notes, and the use of school-developed cases can promote experiential learning and enhance critical thinking skills. We've analyzed how the students in this master's program perceive their own learning and their capacity for lifelong learning, taking into consideration various learning activities. Our findings suggest that, from the students' perspective, the most important learning activities are lectures and participation in colloquium groups.
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