Promoting Graduate Employability: Key Goals, and Curriculum and Pedagogic Practices for Higher Education

Billett, Stephen

doi:10.1007/978-981-19-5622-5_2

Cited by 9 publications

(3 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It follows that, approaches to understanding what contributes to working age adults' learning need to go beyond the governmental discourse that adults' learning across working life can be realized through lifelong education (i.e., those of educational institutions and practices) (Billett, 2022). Instead, it is necessary to understand the imperatives and changes working age adults face; and the kinds and qualities of educative experiences they need to confront those challenges and negotiate those transitions.…”

Section: Securing Learning Across Working Lifementioning

confidence: 99%

Worklife Transitions: An Australian Investigation

Billett

Filliettaz

2023

Professional and Practice-Based Learning

View full text Add to dashboard Cite

Across working life, there are daily and continual challenges for workers to learn to adapt to the changes required in their work. This comprises much of what constitutes learning across their working lives. However, across those lives most adults are confronted with significant transitions that they have to negotiate as their occupations change fundamentally or are rendered redundant, their personal and family circumstances change, either voluntarily or involuntary they have to do change their location. The learning associated with these transitions can extend to needing to learn new languages, but also ways of working and engaging in work settings. So, beyond of the everyday and incremental learning that arises through work, is the need to negotiate these challenges, which can comprise significant challenges for their learning and development. This chapter sets out to illustrate and elaborate how those transitions have impacted and been negotiated by working age Australians, of different kinds (i.e., cultural background, gender and age). Drawing upon the data from the survey of over 600 respondents, the chapter identifies the kind of changes in these respondents' working life that generated or necessitated these transitions, the impacts and set out the requirements for the kinds of learning they require to negotiate those transitions. In many ways, these set out the goals for what is often referred to as lifelong learning or learning across working life and advances the kinds of policy and practice consideration needed for individuals to achieve the kinds of outcomes that governments, workplaces and working age adults themselves want to achieve. So, this chapter provides a basis for coming to understand what the goals for policy and practice interventions might be to assist realising these outcomes.

show abstract

Section: Securing Learning Across Working Lifementioning

confidence: 99%

Worklife Transitions: An Australian Investigation

Billett

Filliettaz

2023

Professional and Practice-Based Learning

View full text Add to dashboard Cite

show abstract

“…Kramer and Usher (2012) argued that WIL comprises work placement and is also associated with classroom learning, Whereas McNamara (2013) recognizes WIL as an approach that emphasizes knowledge exchange and development. WIL is a teaching technique enabling the amalgamation of theoretical knowledge and practice (Billett & Choy, 2014;Billett, 2022).…”

Section: Theoritical Frameworkmentioning

confidence: 99%

Students’ Expectations and Perception Towards Tourism and Hospitality Internship Program

Lingadkar,

Sankaranarayanan

2023

J. of Law and Sust. Develop.

View full text Add to dashboard Cite

Objective: The study explored students’ expectations and perceptions towards the Tourism and Hospitality Internship program by evaluating the pre-internship expectations and post-internship experience. The significance of this study lies in the fact that numerous students pursuing courses in tourism and hospitality assume internships as a stepping stone to their career in this million-dollar industry. Method: The design of the study is quantitative. Using a five-point Likert scale, the items assessed pre-internship expectations and post-internship perceptions of students enrolled in higher educational institutions in Goa (India) offering hospitality and tourism management degree programs. The study took ten months, from February 2022 to November 2022. A total of 324 respondents participated in the study. Gap analysis, Factor analysis and Regression analysis were employed to analyse the data using SPSS version 27. The research study is one of its kind in India's hospitality and tourism sector. Research on internships in India's tourism and hospitality sector needs to be addressed, as it is a sensitive topic for students. Result: Gap analysis provided variables with positive as well as negative gaps. Six variables yielded positive results while seventeen variables yielded negative gaps. Factor analysis factored out five factors namely: Supervisory Guidance and Organizational Environment, Learning opportunity and its facilitation, The job itself, Resume and Self-development, and Future employment opportunity. Regression analysis predicted two significant factors contribution towards overall satisfaction of the students towards internship program. Conclusion: Gap analysis between students’ expectations and perception provided significant results about the six variables that yielded positive differences. These variables were: Competitive fringe benefits, High team spirit in the group, Able to apply theories to the workplace, High autonomy, Able to develop technical skill, Feedback from managers, indicating that the expectations have been met or surpassed. The study presents that though the students are satisfied with a few aspects of the Internship, overall satisfaction is negative. Two factors, namely 'Supervisory Guidance and Organizational Environment' and 'Future employment opportunities,' are significant in predicting students’ overall satisfaction with the Internship program. Considering the results, suggestions for higher education institutions are provided to improve the quality of the Internship program.

show abstract

“…Improving the quality and ability of students can be done easily one of them by utilizing the internet and websites as a land to access knowledge to the widest possible extent. This effort can be done through a website for each educational institution (Billett, Choy, & Salling Olesen, 2023;Le, Choy, Smith, & Billett, 2023).…”

Section: Introductionmentioning

confidence: 99%

Development of Economics Teaching Materials Using Android-Based Mit App Software

Fahrurrozi,

Mispandi,

Jauziati

2023

Interdisciplinary Journal of Education

View full text Add to dashboard Cite

The purpose of this research is to develop Android-based economic teaching materials using App Inventor Software. To find out the effectiveness of Android-based economic teaching materials using the App Inventor Software for student independence in learning. The method used in this research development is a modified Borg & Gall model with four steps of initial product development, design validation, product trials and validation. The results of the study showed that the validation of the material expert was workable with an average score of 84%. The assessment of the validator of the media expert is quite decent with an average score of 83.3%. After the validation process was carried out, then continued to a small group trial consisting of 5 students of class X by 92.2% and economics teachers. The results obtained are feasible with an average score of 95%. For field trials also received a decent rating of 88.1% of the responses of 15 students. 100% of teacher responses in economics. The development of Android-based economic teaching materials is declared feasible to improve student learning outcomes because the results of the classical completeness analysis is over 85% which is 93%.

show abstract

Promoting Graduate Employability: Key Goals, and Curriculum and Pedagogic Practices for Higher Education

Cited by 9 publications

References 30 publications

Worklife Transitions: An Australian Investigation

Worklife Transitions: An Australian Investigation

Students’ Expectations and Perception Towards Tourism and Hospitality Internship Program

Development of Economics Teaching Materials Using Android-Based Mit App Software

Contact Info

Product

Resources

About