Employability skill development in work-integrated learning
Barriers and best practice
Bibliographic Data
| ID | 4098074 |
|---|---|
| Authors | Denise Jackson (0000-0002-7821-3394, Edith Cowan University, corresponding author) |
| Year | 2015 |
| Volume | 40 |
| Issue | 2 |
| Pages | 350-367 |
| Publication date | 2015-02-07 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2013.842221 |
| OpenAlex | W2172225492 |
| Language | EN |
| Citations received | 124 |
| References cited | 30 |
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
Best practice · Employability · Higher education · Management · Medical education · Pedagogy · Political science · Professional development · Computer Science · Engineering · Higher Education and Employability · Higher Education Learning Practices · Human Resource and Talent Management · Medicine · Psychology
Employability Capital for Tour Guides at a World Heritage Site
Implementing Effective Internships
Generative AI as a “placement buddy”
A competency model for higher education
Hackathon
Developing pre-professional identity in undergraduates through work-integrated learning
Exploring Student Experiences with Work-Integrated Learning in Undergraduate Sociology Courses
What Does “Work” Mean to First-Generation Students? Emerging Identities in WIL Narratives
Developing talented students in robotics, AI, and coding with Work-Integrated Learning
Quality of work-integrated learning and employability in Henan TVET
Extracurricular work experiences and soft skills development among pre-service teachers
Liminal teacherhood
Face-To-Face Versus Online Learning
Negotiating coherence through meeting spaces in practicum
Systematic Review of Learning Generic Skills in Higher Education—Enhancing and Impeding Factors
Cooperative education
Research trends in the development of generic skills
Teacher Artificial Intelligence-Supported Pedagogical Actions in Collaborative Learning Coregulation
An innovative and meaningful scaffolded curriculum approach to Environmental Health education in Western Australia
Beyond quality labels
Pathways to graduates’ employability
Managing educational service quality and loyalty of international students
Engineering Students’ Industrial Internship Experience Perception and Satisfaction
Mentorship in the Age of Generative AI
Engineering Student Experiences of Group Work
Live Remote Classroom
Music Major Students’ Perception of Career Choice in Western China
Career crafting using work-integrated learning
From classroom to career
The relationship between career-related social support and self-perceived employability
WIL someone please own this problem
The involvement of industry professionals and barriers to involvement in work-integrated learning
Can students be ‘nudged’ to develop their employability? Using behavioural change methods to encourage uptake of industrial placements
Integrating authentic assessment tasks in work integrated learning hospitality internships
Exploring university student engagement and sense of belonging during work-integrated learning
Exploring the efficacy of post-secondary career and technical education industry advisory partnerships
An exploration of the impact of different peer learning activities utilised to develop student employability
Equipping graduates with future-ready capabilities
Design principles for electronic work integrated learning (eWIL)
The Experiential Route to Graduate Employability
A Community Mental Health and Well-Being University Level Course
Students’ Perspectives on Authentic Assessment
Employability as a capacity for agency in the workplace
Career decision‐making among Chinese doctoral engineering graduates after studying in the United States
Navigating liminal spaces
Curriculum approaches to strengthening student employability and improving graduate outcomes in the STM disciplines
Pedagogical practices predicting perceived learning of social skills among university students
Working to learn and learning to work
The contribution of different types of work-integrated learning to graduate employability
International internships and employability
Re-examining WIL quality frameworks
Student teachers’ online sharing of challenging incidents in practice placement
Work-based placements in European higher music education institutions
Where is the ‘WIL’ in Work-integrated Learning Research
A practice-based approach to understanding learning on placement
How work-integrated learning shapes students’ professional identity
Work-integrated professional learning
Learning in and for a changing work life
Students’ learning outcomes from engineering internship
Main challenges to international student mobility in the European arena
The impact of internship on employability of Chinese professional master degree students
What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work
The performance effects of international study placements versus work placements
“They want people who are not me”
Measuring mentoring in employability-oriented higher education programs
Enhancing graduates’ enterprise capabilities through work-integrated learning in co-working spaces
Gatekeeping at work
Reconceptualising employability of returnees
Influence of entry pathway and equity group status on retention and the student experience in higher education
Generative AI in work‐integrated learning
Fractionating English language proficiency
The work integrated learning experience of a university student with intellectual disability
The program risks of work-integrated learning
Towards an interdisciplinary agenda for teaching in the climate crisis
WIL and business graduate skill transfer to workplace
Conceptualising responsibility and hostility within work-integrated learning placements for students with disabilities
From Academic Autonomy to Close Collaboration
Employers and Universities
Can We Simulate the Work Environment? How we Prepare Students for Practice
Experiential learning in postgraduate education
Game of blames
EDI barriers to university-level student participation in work based learning in Geography, Earth and Environmental Sciences
Authentic learning using mobile applications and contemporary geospatial information requirements related to Environmental Science
What kind of Gees specialists does the labour market really need? Content analysis of job adverts in selected countries
Teaching financial geography in an emerging international financial center
The cultivation of university students’ spiritual wellbeing in holistic education
Student perspectives on course-based experiential learning in Environmental Studies
Innocence Projects, Work-Integrated Learning, and Student Career Pathways
International work placements and hierarchies of distinction
Sustainability competencies in the workplaces
Towards Enhancing University Graduate Employability in Nigeria
Teaching communication in general science degrees
A peer review model for supervised work Integrated learning assessment
Work-integrated learning in the humanities, arts and social sciences
University-Business Cooperation to design a transnational curriculum for energy efficiency operations
Do employers really require experience? An analysis of online job adverts and the implications for HE policy
Student perceptions of collaborative group work (CGW) in higher education
Adult learners in a pre-university mathematics course
African international students, work integrated learning and (im)possible selves in Chinese higher education
Practice-Based Education in Sociology
Transfer of Training
Sustainable Assessment
Chapter 3
Developing generic skills at university, during work placement and in employment
The key to employability
Validation in Inquiry-Guided Research
Embodied Competence and Generic Skill
Employability in a Knowledge-driven Economy
Rethinking Transfer
Non-technical competencies in undergraduate business degree programs
Enhancing graduate employability
The impact of work placements on skills development and career outcomes for business and management graduates
Situated Learning
| Unique citing works | 124 |
|---|---|
| Citations per year | 11,27 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 120 |