Impact of work-integrated learning and co-curricular activities on graduate labour force outcomes

Datos Bibliográficos

ID4098744
AutoresDenise Jackson (0000-0002-7821-3394, Edith Cowan University, autor de correspondencia), A Rowe (0000-0002-7160-5467, University of New South Wales, Kensington, Australia)
Año2023
Volumen48
Número3
Páginas490-506
Fecha de publicación2023-03-04
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2022.2145465
OpenAlexW4309075531
IdiomaEN
Citas recibidas24
Referencias citadas46

The explicit linking of institutional funding to in-curricular industry engagement and graduate employment affirms the strategic importance of enhancing graduate employability in Australia. Key strategies to enhance graduate employability and employment outcomes are work-integrated learning (WIL) (where students engage with industry as part of their formal learning and assessment) and co-curricular activities (e.g. volunteering, leadership/award, and mentoring programmes), which are facilitated by the university but not embedded into curricula. While WIL is widely recognised for enhancing different aspects of student employability, the impact of co-curricular activities is less well-known. Further, there is a lack of empirical analysis on the nuanced impact of different forms of WIL and co-curricular activities on graduate outcomes. This research sought to explore the impact of a range of WIL and co-curricular activities on labour force outcomes among new higher education graduates. Findings are informed by national survey data for 51,883 domestic graduates of both coursework and research degrees in Australia. They point to a strong labour market advantage from work-based WIL for Bachelor graduates, while undergraduate participation in co-curricular activities appeared to have less effect on labour force outcomes. However, there were consistent, positive results for industry mentoring and leadership/award programmes for increasing the chances of securing full-time work and reducing the likelihood of perceived overqualification among Bachelor and postgraduate coursework graduates. Implications for stakeholders and practice are discussed, as well as directions for future research

Bachelor · Coursework · Curriculum · Employability · Higher education · Medical education · Pedagogy · Political science · Public relations · Sociology · Engineering · Higher Education and Employability · Higher Education Learning Practices · Human Resource and Talent Management · Medicine · Psychology