Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts

Abstract

Table 2 Student perspectives on activities which develop confidence in skills and knowledge transfer (N=137) University activities Frequency Outside university activities Frequency Immersed WIL 60 Paid work 97 Group work and communication 36 Volunteering 58

The value of embedding work-integrated learning and other transitionary supports into the first year curriculum: Perspectives of first year subject coordinators

“…Due to the focus on integrating theory with work practice within university subjects, WIL aims to both consolidate and support learning while also developing the skills necessary for employment (Rowe & Zegwaard, 2017). It is vital that universities focus on developing students who are well equipped with the relevant and transferable knowledge and skills in their discipline, in order to prosper in a competitive market (Orrell, 2004;Jackson et al, 2019). These refer to transferable skills including problem-solving, motivation, persistence, critical thinking, teamwork and effective communication (Saunders & Zuzel, 2010).…”

“…University graduates are entering an ever-changing work environment, impacted by the gigeconomy and affordances of technology enabling virtual workspaces and global communications (Winchester-Seeto & Piggott, 2020). The nature of contemporary work means graduates are likely to experience multiple workplaces during their careers, reflecting the need for higher education providers to focus on the transference of learning (Jackson et al, 2019) and workplace transitions (Dean & Sykes, 2020). While the transition into work is an important moment for preparing students for success, higher education features ongoing, multiple and concurrent transitions (Jindal-Snape, 2010).…”

“…Driven by policy and legislative changes that recognise the importance of producing career-ready graduates with competitive skills for the demands of the labour market, universities have emphasised the need to introduce work-integrated learning (WIL) within tertiary degrees Patrick et al, 2009). WIL is a pedagogical strategy designed to facilitate students' transference of skills and knowledge into work applications (Ferns et al, 2014;Jackson et al, 2019). WIL is the Australian term, and increasingly recognised globally, that describes a myriad of experiences within or alongside the workplace such as placements and non-placement activities, for example virtual internships, industry projects and simulations .…”

Integrating authentic assessment tasks in work integrated learning hospitality internships

“…According to Jackson and Collings (2018), 77% of graduates with full-time employment attributed WIL as pivotal in helping them to secure a full-time job upon graduation. WIL refers to experiential learning (EL) activities that merge theory and practice within the curriculum (Jackson, Fleming, and Rowe 2019;Jackson 2015). There are many adaptations of WIL, including those that focus on work placements such as internships, where a student is placed at work as part of an academic programme (Robinson, Ruhanen, and Breakey 2016).…”

“…This is a key research gap that warrants further investigation as assessment tasks are commonly incorporated in WIL units (Kim, Lin, and Qiu 2015;Maier and Thomas 2013). Yet, how equitable robustness between classroom and practice learning can be assured remains a matter of ongoing debate (Jackson, Fleming, and Rowe 2019). Therefore, it is paramount that educators examine the effectiveness of assessments embedded in WIL to ensure the internship experience is designed with significant academic robustness.…”