Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Jackson, Denise

doi:10.1007/s12186-018-9207-1

Cited by 18 publications

(10 citation statements)

References 43 publications

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“…Further, transfer may be augmented by more closely aligning learning environments to workplace contexts (Davids et al 2017), e.g., authentic simulations where classroom learning is designed to emulate the professional setting, significantly improving students' work-readiness (Smith, Ferns, and Russell 2014). Work Integrated learning (WIL), also referred to as workplace learning or work-based learning, is where students undertake -and are formally assessed on -authentic activities through engagement with industry and community partners (Jackson, 2018). It is for academic credit and is an in-curricular intervention which may foster effective transfer.…”

Section: Introductionmentioning

confidence: 99%

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

Jackson

Fleming

Rowe

2019

Vocations and Learning

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Section: Introductionmentioning

confidence: 99%

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

Jackson

Fleming

Rowe

2019

Vocations and Learning

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“…The International Labor Organisation (2013) recommends co-creating curricula in dialogue with employers to meet industry needs and using internships and work-related programmes to familiarise students with contemporary work settings. These form part of the broader notion of WIL, where industry/community engagement is embedded into learning and assessment as a formal component of the degree program (Jackson, 2018).…”

Section: Background Reviewmentioning

confidence: 99%

Determining factors in graduate recruitment and preparing students for success

Jackson

Riebe

Macau

2022

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PurposeThis study aims to investigate graduate employer perceptions of determining factors in recruitment decisions and their preferred use of recruitment channels. This study drew on the employability capitals model to interpret findings and identify ways to better prepare higher education students for recruitment and selection. This is particularly important in declining graduate labour markets, further weakened by COVID-19.Design/methodology/approachThis study gathered data from surveying 183 Australian employers from different organisational settings. Responses were analysed using descriptive and multivariate techniques, the latter exploring variations by role type, sector and organisation size.FindingsFindings reaffirmed the criticality of students having the right disposition and demonstrating professional capabilities during recruitment, highlighting the value of building cultural and human capital during university years. Recruitment channels that require students to mobilise their identity and social capital were prioritised, particularly among private sector organisations. Work-based internships/placements were considered important for identifying graduate talent and developing strong industry–educator partnerships, needed for building networks between students and employers.Originality/valueThis study provides valuable insights into determinants of graduate recruitment decision-making from the employer perspective. These highlight to students the important role of capitals, and how they can be developed to optimise recruitment success. This study presents practical strategies for universities to build their students’ human, social, cultural and identity capital. Findings on the prioritisation of recruitment channels among graduate employers from different sectors will enable students and universities to better prepare for future recruitment. It emphasises that student engagement with employability-related activities is a critical resource for an effective transition to the workplace.

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“…The current socio-economic transformation, orchestrated by the fourth industrial revolution, has increased how higher education providers respond to preparing graduates, who are expected to navigate the complex and challenging employment context [6,11,17]. The task of training graduates in the diverse and technological-driven labour market has translated into a broad institutional approach to graduate employability [16,20].…”

Section: Introductionmentioning

confidence: 99%

“…Work integrated learning is grounded in experimental, work-based, and cooperative education. Internship placement, fieldwork, practicum, clinical, and student industrial work experience are all forms of work integrated learning [17,18]. The term is generally linked with all students' Business, management and accounting industrial work experience scheme (SIWES) activities in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

How fourth industrial revolution skillsets mediate the relationship between work integrated learning, graduate employability, and future job

Adegbite

Govender

2022

Eureka: SH

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The emerging work context of the fourth industrial revolution (4IR) has increased the industry's calls for future-capable graduates who can demonstrate digital literacy and innovation knowledge, and other behavioural competencies for employability. Gaps between work integrated learning (WIL) and 4IR competencies in driving graduates' transition to the employment of the future exist in the literature. With a structural equation modelling (SEM) approach, this study examines the nexus between WIL, graduate employability, and future job. It further examines whether 4IR skillsets can boost (mediate) the effectiveness of WIL in enhancing graduate employability. With a correlational non-experimental research design, 375 engineering students from two universities in Nigeria were sampled. A composite-based SEM, comprising measurement and structural assessment model, was used to test the hypothesized model, implemented in SmartPLS software version 3.3.3. The instrument's validity and reliability were established through hetero trait – Mono trait ratio and average variance extracted. The structural model analysis rejected three hypotheses, testing direct relationships between WIL, graduate employability, and future job. Findings showed that WIL had a positive and significant relationship with graduate employability, 4IR skillset, and future job. It was established, that the 4IR skillset plays a considerable role and positively mediates the relationship between WIL and graduate employability. The study offers important insights on WIL as a strategy for developing graduate employability to prepare students for employment in the digital era

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Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

Cited by 18 publications

References 43 publications

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

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

Determining factors in graduate recruitment and preparing students for success

How fourth industrial revolution skillsets mediate the relationship between work integrated learning, graduate employability, and future job

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