Employability Skill Development in Work-Integrated Learning: Barriers and Best Practice

Autor/in	Jackson, Denise
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10