Student employability enhancement through fieldwork
Purposefully integrated or a beneficial side effect
Bibliographic Data
| ID | 11954620 |
|---|---|
| Authors | Emma L Peasland (0000-0002-3001-5671, University of Hull), Graham Scott (0000-0003-3467-5957), Graham W Scott (0000-0003-0896-0287, University of Hull), Lesley J Morrell (0000-0003-0256-7871, University of Hull), Dominic Henri (0000-0002-7574-5846, University of Hull, corresponding author) |
| Year | 2023 |
| Volume | 48 |
| Issue | 4 |
| Pages | 633-647 |
| Publication date | 2023-10-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2023.2267459 |
| OpenAlex | W4387905816 |
| Language | EN |
| Citations received | 2 |
| References cited | 54 |
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials
Curriculum · Discipline · Employability · Engineering ethics · Higher education · Life skills · Medical education · Pedagogy · Plan (archaeology · Political science · Qualitative research · Sociology · Thematic analysis · Transferable skills analysis · Engineering · Geography Education and Pedagogy · Higher Education and Employability · Medicine · Psychology
Academically Adrift
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International fieldwork as skills development
Teaching a geography field methods course amid the Covid-19 pandemic
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Activating the Classroom
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
Fieldwork@40
Expectation, motivation, engagement and ownership
A toolkit to implement graduate attributes in geography curricula
Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes
The use of campus based field teaching to provide an authentic experience to all students
Student field experiences
Student evaluations of using virtual reality to investigate natural hazard field sites
Life without Fieldwork
Researching the hidden curriculum
What is the Use of Fieldwork? Conceptions of Students and Staff in Geography and Geology
Using virtual reality (VR) for teaching and learning in geography
Fieldwork in geography education
European Geography Higher Education Fieldwork and the Skills Agenda
Fieldwork is Good
Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process
Employability and higher education
Revealing the Hidden Curriculum in Higher Education
Using thematic analysis in psychology
The Role of Metalearning in Study Processes
Accepting employability as a purpose of higher education? Academics' perceptions and practices
Enhancing graduate employability
The student perspective on employability
Employability deconstructed
Thematic Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |