Literaturnachweis - Detailanzeige
Autor/in | Jackson, Denise |
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Titel | Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice |
Quelle | In: Studies in Higher Education, 40 (2015) 2, S.350-367 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0307-5079 |
DOI | 10.1080/03075079.2013.842221 |
Schlagwörter | Employment Potential; Skill Development; Integrated Activities; Barriers; Best Practices; Job Skills; Classroom Environment; Job Placement; Curriculum Design; Online Surveys; Undergraduate Students; Class Activities; Learning Activities; Educational Resources; Experiential Learning; Job Performance; Foreign Countries; Educational Practices; Performance Factors; Student Surveys; Student Attitudes; Needs Assessment; Observation; Australia Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Integrierender Unterricht; Produktive Fertigkeit; Klassenklima; Unterrichtsklima; Employment service; Employment services; Arbeitsvermittlung; Lehrplangestaltung; Lernaktivität; Bildungsmittel; Experiental learning; Erfahrungsorientiertes Lernen; Work performance; Arbeitsleistung; Ausland; Bildungspraxis; Leistungsindikator; Schülerbefragung; Schülerverhalten; Bedarfsermittlung; Beobachtung; Australien |
Abstract | Work-integrated learning (WIL) is widely considered instrumental in equipping new graduates with the required employability skills to function effectively in the work environment. Evaluation of WIL programs in enhancing skill development remains predominantly outcomes-focused with little attention to the process of what, how and from whom students acquire essential skills during work placement. This paper investigates best practice in the classroom and placement activities which develop employability skills and identifies factors impeding skill performance during WIL, based on survey data from 131 undergraduates across different disciplines in an Australian university. What students actually experienced during placement, or what they felt was important to their learning, broadly aligns with best practice principles for WIL programs and problems experienced in performing certain skills during placement can be largely attributed to poor design. Implications for academic and professional practitioners are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |