Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields

Rowland, Susan; Gannaway, Deanne; Pedwell, Rhianna; Adams, Peter; Evans, Robyn; Bonner, Hailey; Wong, Kai Sheng

doi:10.1080/07294360.2019.1668364

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…This was a surprising high number of pedagogies used per course and also a high number of courses that incorporated WIL. The teaching approaches in these courses provide a way to offer WIL to students in large classes, in disciplines where it may be difficult to source industry placements, and in cohorts where the future careers of the students are unclear (Rowland et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Most science graduates find long-term work in non-science fields (Office of the Chief Scientist, 2020). Thus, familiarity with non-science workplaces, work practices, and work cultures is both desirable and appropriate for science graduates as they develop their employability (Small, Shacklock, & Marchant, 2018 and references therein;Rowland, Gannaway, Pedwell, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Rowland

Blundell

2021

JTLGE

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Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Rowland

Blundell

2021

JTLGE

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“…A significant proportion of STEM graduates are employed in education and training (10%), public administration and safety (9%), and manufacturing (8%), as well as a myriad of other roles (Office of the Chief Scientist, 2020). This diversity of employment demonstrates that science graduates are valuable employees, who should be encouraged and enabled to work in non-traditional areas, transgress expected boundaries, and navigate a branching career (Alberts, 2008;Fuhrmann et al, 2011;Rowland et al, 2020). As such, we need to develop science curricula that help students understand who they are, what they can offer an employer, and how to articulate these attributes.…”

Section: Stem Graduate Employmentmentioning

confidence: 99%

Science students develop multiple employability literacies from large, early-year courses without employability modules

Carpenter,

Hubbard,

Basinski

et al. 2024

JTLGE

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Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students’ understanding and development of their employability.

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“…Graduates today are expected to be prepared for multiple occupations and for moving across and between several industries and career paths (Rowland, et al, 2020). As Fettes et al (2020) reported, compared with technical or hard skills, soft skills have a long shelf life because those skills can be applied not only to a specific job but across a wide variety of occupations (De Villiers, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Soft Skills of Students in University: How Do Higher Education Institutes Respond to 21st Century Skills Demands?

Muammar

Alhamad²

2023

JESR

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The World Economic Forum has recognized soft skills as a global personal quality of the twenty-ﬁrst century within the global economy (Soffel, 2016). Gifted and talented students at universities are not necessarily future leaders who can thrive in the challenging global environment. Because most graduates’ soft skills are primarily developed at universities, higher education institutes are expected to support students’ personal growth, preparing them to fit in the twenty-ﬁrst century’s work context. This study aimed to examine how a subset of 21st-century soft skills are developed in higher education as perceived by gifted students from most health clusters in comparison to other students at academic programs in Saudi Arabia. The researchers investigated students’ perceived mastery level of these skills within a public university across various ability groups, genders, and years of schooling. The collected over four years. Five questionnaires were developed to measure 21st-century soft skills: problem-solving, communication, planning, leading self, and leading others. A total of 834 students from various academic clusters were surveyed: health, science, engineering, and humanities. The findings provided supporting evidence that students’ perception of owning 21st-century soft skills did not fit with university expectations of their mastery level, although these skills had improved slightly throughout students’ university education. Moreover, the findings indicated that there were no significant differences between university students’ perceptions of owning soft skills regarding gender and ability, except in the case of gifted and talented group’s problem-solving ability. Received: 30 December 2022 / Accepted: 25 February 2023 / Published: 5 March 2023

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Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields

Cited by 5 publications

References 12 publications

Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Discipline predicts Work Integrated Learning (WIL) practice in Science courses

Science students develop multiple employability literacies from large, early-year courses without employability modules

Soft Skills of Students in University: How Do Higher Education Institutes Respond to 21st Century Skills Demands?

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