PurposeIn a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.Design/methodology/approachWhen studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.FindingsThis resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.Research limitations/implicationsFuture research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.Practical implicationsThe conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.Originality/valueThis is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.

Communities of practice (CoPs) have received much attention since the introduction of this concept in the early nineties. Most CoPs in higher education address teaching and learning for specific subject matter, or professional development focusing on the student or the teacher. In our case study, we developed a CoP around a strategic objective for our institution: addressing the enhancement of the employability of our students. This article presents our investigation of what features are key for an effective and sustainable CoP that facilitates the achievement of a strategic objective in a higher education institution (HEI). We used a case study analysis to identify key ingredients that contribute to establishing an effective and sustainable CoP: (1) installing a core group as catalyst; (2) defining a common language connecting strategy, theory and practice; (3) appointing the facilitator; (4) creating an open atmosphere in and around the community; (5) create close involvement in the CoP with the already‐standing organisation to ensure long‐lasting and sustainable continuation of a CoP. Next to the evaluation of key features for the CoP, we also reflected on design thinking as integral to facilitating the community's practice.