The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes

Autor/in	Jackson, Denise
Titel	The Contribution of Work-Integrated Learning to Undergraduate Employability Skill Outcomes
Quelle	In: Asia-Pacific Journal of Cooperative Education, 14 (2013) 2, S.99-115 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Work Experience Programs; Undergraduate Students; Employment Potential; Job Skills; Outcomes of Education; Cooperative Education; Skill Development; Student Surveys; Foreign Countries; Student Improvement; Student Characteristics; Demography; Time on Task; Educational Benefits; Job Placement; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Lernleistung; Schulerfolg; Kooperativer Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerbefragung; Ausland; Demografie; Zeitaufwand; Bildungsertrag; Employment service; Employment services; Arbeitsvermittlung; Statistische Analyse; Australien
Abstract	WIL has attracted considerable attention as an instrument for enhancing professional practice and developing work-readiness in new graduates. It is widely considered as a point of difference in developing graduate employability by enhancing skill outcomes, such as team-work, communication, self-management and problem solving, employment prospects and student understanding of the world-of-work. This paper investigates the role of WIL in improving undergraduate employability skills; gauging its impact on a range of skills; and identifying variations in outcomes for certain demographic, study background and placement characteristics using survey data from 131 WIL students in an Australian university. Results indicate a significant improvement in undergraduates' perceived ability to perform all ten employability skills following placement. Study background and demographic characteristics produced minor variations in skill outcomes, both in general and specific to the completed placement. The number of hours completed in the workplace was of particular importance. Implications for placement design are discussed. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01