Enhancing graduate prospects by recording and reflecting on part-time work

Evans, Carl; Richardson, Mark

doi:10.1177/0950422217715200

Cited by 9 publications

(6 citation statements)

References 46 publications

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“…Similarly, connecting theoretical frameworks with students’ own work experiences supports the recommendations of Major (2005), who feels that effective learning is best facilitated by presenting learners with an opportunity to become involved in the relationship between theory and practice, rather than seeing them as separate entities. Darolia (2014) and Evans and Richardson (2017) even recommend that students should be awarded academic credit for part-time work activities, and therefore that such activities should be more formally embedded in assessment regimes.…”

Section: Students’ Part-time Work Activitymentioning

confidence: 99%

Exploiting students’ part-time work to enhance learning, teaching and assessment

Evans

2020

Industry and Higher Education

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This article highlights an opportunity for teaching staff in universities to utilise students’ part-time work experience to enhance learning, teaching and assessment activities. Increasing numbers of university students are working part-time while studying and, as a consequence, there have been several academic studies highlighting the adverse impact of this practice on academic performance. This has led to suggestions for changes in educational policy, seeking either to reduce students’ term-time working or to eliminate it altogether. With a gearing to business management education, this viewpoint piece provides an argument for university lecturers to embrace students’ part-time work experience and use it to enhance the learning, teaching and assessment experience. The use of students’ own work experience extends the case study method, which is common in business teaching, to give greater control and therefore reassurance to students and so yield deeper learning. The approach also strengthens the relationship between higher education and industry in that it connects more cohesively students’ work experience and university study.

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Section: Students’ Part-time Work Activitymentioning

confidence: 99%

Exploiting students’ part-time work to enhance learning, teaching and assessment

Evans

2020

Industry and Higher Education

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“…The skills being developed in these part-time positions are therefore often those demanded by businesses for graduate jobs (CMI, 2014). As Davies (2000) and Evans and Richardson (2017) recognize, this yields an opportunity for universities not just to welcome and encourage but to embrace and integrate the part-time work activities of their students by accrediting the part-time work-based experience against degree learning outcomes, thereby reinforcing the employment credentials of their graduates.…”

Section: The Current Proposition: Accrediting University Students’ Pamentioning

confidence: 99%

“…In a recent viewpoint article, Evans and Richardson (2017) suggested that there was an opportunity for universities to accredit part-time work activities undertaken by students while studying for a degree. This suggestion was based on the premise that such part-time work provides skills, attitudes and behaviours demanded by employers.…”

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confidence: 99%

Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

Evans

Richardson

2018

Industry and Higher Education

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Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students’ part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students’ transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students’ part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students’ work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined.

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“…Islamic economics universities should think about their graduates' future by providing training and strategies for getting jobs. Off-the-job training, such as Islamic banking practices, and on-the-job training internships/work practices in the Islamic banking industry, are considered useful in helping students in Islamic economic colleges in the recruitment process (Evans and Richardson, 2017). In addition, Alhalwaki and Hamdan (2019) argue that the internationalization of higher education is a university strategy in responding to the pace of globalization.…”

Section: Introductionmentioning

confidence: 99%

The strategy of Islamic economic colleges to prepare their graduates to work in Islamic banks

Zakiy

2021

HESWBL

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PurposeAcademic achievement is not a determinant of college graduates' work readiness, but it requires adequate knowledge and skills to be accepted to work in companies. The purpose of this study is to describe the phenomenon of recruitment in Islamic banking, the obstacles faced by applicants and recommendations for Islamic economics universities to adjust their curriculum to the needs of the labor market so that the absorption of alumni from Islamic economic universities can be maximized.Design/methodology/approachThe informants of this research were the study program management, lecturers of Islamic economic, students, student organizations, graduates, Islamic banking management and Islamic bank customers with purposive and snowball sampling techniques through FGDs and deep interviews. The research data were analyzed by data reduction, content analysis and drawing conclusions. In addition, researchers also used triangulation methods and in-depth observations to find the validity of the data by being directly involved in the FGD discussion.FindingsThe results of this study answered the problem regarding the low absorption of alumni from Islamic economic institutions which consisted of individual internal factors, university environmental factors and university external environmental factors.Originality/valueResearchers succeeded in providing information on strategies for increasing competency of Sharia economics graduates by optimizing the role of academic advisors, increasing hard skills and soft skills and synchronizing programs and curricula implemented by Islamic economics colleges and Islamic banks.

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Enhancing graduate prospects by recording and reflecting on part-time work

Cited by 9 publications

References 46 publications

Exploiting students’ part-time work to enhance learning, teaching and assessment

Exploiting students’ part-time work to enhance learning, teaching and assessment

Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

The strategy of Islamic economic colleges to prepare their graduates to work in Islamic banks

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