Modelling Graduate Skill Transfer from University to the Workplace

Autor/in	Jackson, Denise
Titel	Modelling Graduate Skill Transfer from University to the Workplace
Quelle	In: Journal of Education and Work, 29 (2016) 2, S.199-231 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2014.907486
Schlagwörter	Foreign Countries; Structural Equation Models; Factor Analysis; Higher Education; Employment Potential; Career Readiness; Education Work Relationship; College Graduates; Job Skills; Job Performance; Business Administration Education; Transfer of Training; Online Surveys; Work Environment; Undergraduate Students; Undergraduate Study; Australia + Suchen Sie Ihr Suchwort? Ausland; Faktorenanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulabsolvent; Hochschulabsolventin; Produktive Fertigkeit; Work performance; Arbeitsleistung; Training; Transfer; Ausbildung; Arbeitsmilieu; Grundstudium; Australien
Abstract	This study explores skill transfer in graduates as they transition from university to the workplace. Graduate employability continues to dominate higher education agendas yet the transfer of acquired skills is often assumed. The study is prompted by documented concern with graduate performance in certain employability skills, and prevalent skill gaps across developed economies. Using confirmatory factor analysis (CFA) and structural equation modelling (SEM), it models skill transfer in 674 business graduates from 39 different Australian universities. Findings support extant literature with the three areas of learner, learning programme and workplace characteristics influencing transfer. The model highlights the need for a more process-oriented, rather than outcomes-focused, approach to the acquisition and transfer of skills in graduates and the shared responsibility of transfer among stakeholder groups. There is a lack of variation among different graduate groups which suggests a generic model of skill transfer and intervention strategies for educators and employers may be implemented as best practice. Ultimately, graduate employers will enhance their investment return on new recruits; educators are more likely to achieve goals of work readiness; and individuals will benefit from career progression and intangible rewards associated with improved performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01