Work-Integrated Learning Builds Student Identification of Employability Skills: Utilizing a Food Literacy Education Strategy

Autor/inn/en	Sambell, Ros; Devine, Amanda; Lo, Johnny; Lawlis, Tanya
Titel	Work-Integrated Learning Builds Student Identification of Employability Skills: Utilizing a Food Literacy Education Strategy
Quelle	In: International Journal of Work-Integrated Learning, 21 (2020) 1, S.63-87 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2538-1032
Schlagwörter	Experiential Learning; Work Experience; Practicums; Program Development; Program Implementation; Job Skills; Skill Development; Employment Qualifications; Supervisors; Feedback (Response); Student Attitudes; Communication Skills; Career Development; Self Esteem; Value Judgment; Self Evaluation (Individuals); Foreign Countries; College Students; Food; Nutrition; Food Standards; Food Service; Public Health; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Employment experience; Job experience; Occupational experience; Berufserfahrung; Practicum; Praktikum; Praktika; Programmplanung; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Schülerverhalten; Kommunikationsstil; Berufsentwicklung; Self-esteem; Selbstaufmerksamkeit; Werturteil; Ausland; Collegestudent; Lebensmittel; Ernährung; Lebensmittelgesetz; Gesundheitswesen; Australien
Abstract	Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points: (1) employability skills cluster matrix-self-assessment tool (ESCM-SAT); (2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; (3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective. (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@ijwil.org; Web site: https://www.ijwil.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01