Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART795
T. Jorre de st Jorre, J. Elliott, Elizabeth D. Johnson, Stewart Bisset
To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students’ priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to ‘value add’ to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students’ understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.
{"title":"Science students’ conceptions of factors that will differentiate them in the graduate employment market","authors":"T. Jorre de st Jorre, J. Elliott, Elizabeth D. Johnson, Stewart Bisset","doi":"10.21153/JTLGE2019VOL10NO1ART795","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART795","url":null,"abstract":"To gain employment and a fulfilling career, students need to understand the skills and knowledge that are important and how to articulate and evidence their employability. Here we report on research investigating science students’ priorities related to immediate employment vs. long-term employability and the factors that students perceive as important to these. We interviewed 138 science students from four Australian universities and found that they were most focused on immediate employment. Students were keen to participate in opportunities to ‘value add’ to their degree, especially those that might help them to gain relevant work experience and professional networks. However, students’ understanding of the relative importance of experiences and skills that would enhance their employability was variable, as was their understanding of the career pathways that they might pursue. Our analysis highlights the importance of explicitly designing curriculum to help students understand the career opportunities available; the skills and abilities needed for diverse careers; and the experiences through which they might develop and evidence these. Furthermore, to engage students, we need to help them to address their greatest and most immediate concerns about gaining employment at graduation, while also setting them up for successful and fulfilling careers.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART849
Shelley Kinash, T. Jorre de st Jorre
This special issue was produced by the TEN-STARS network, an international network of tertiary staff, students, graduates and employers dedicated to furthering research and practice related to graduate employability. The Employability Network, was formed at the 2018 STARS conference (www.unistars.org) in response to shared interests that are very much aligned to those of the Journal of Learning and Teaching for Graduate Employability. It is therefore with great pleasure that we introduce the Journal’s first special issue, which is also the network’s first collaborative output.The first issue of the Journal of Teaching and Learning for Graduate Employability was published in 2010, ‘as a forum for fostering interdisciplinary dialogue among researchers, teacher scholars, careers staff and industry and professional practitioners concerned about graduate employability’ (Quin, 2010). Almost ten years on, dialogue among those key stakeholders is no less important, and assuring graduate employability remains a challenge that spans international contexts. In fact, with growing global uncertainty related to rapid technological developments and the changing world of work, alongside other equally concerning social and political disruptions, the preparation of graduates to face uncertainty in and beyond the workforce is arguably more important than ever (Oliver & Jorre de St Jorre, 2018). Fortunately, thanks to the dedication of many, and platforms such as this Journal, there is now an expansive and growing body of research and evidence based practice that can be drawn upon - to design, question, and redesign - teaching and learning for graduate employability.Universities and academics are often at the centre of discourse about graduate employability, but in reality, concerns and responsibilities are shared more broadly amongst: leaders of tertiary institutions (university and non-university providers); academics in and beyond traditional faculty roles; and other staff who contribute to the student experience and graduate outcomes through diverse roles (such as those that contribute to career learning services, learning design, and student support, to name just a few). Students, graduates, employers and professional associations, as well as government and quality assurance agencies, are also key stakeholders, whose influence and perspectives are essential to developing effective strategies (Kinash, Crane, Judd, & Knight, 2015; Kinash, et al., 2015). With this in mind, the TEN-STARS network was convened by Professor Shelley Kinash, to encourage and support collaboration between all those interested in continuing to discuss, inform, and influence graduate employability. This special issue, was conceived as a way of sharing some of the network’s diverse and collective expertise with a broader audience, who are also invited to become part of our network (https://tenstars.graduateemployability.com/).All of the papers in this TEN STARS Special Issue are empirical,
本期特刊由TEN-STARS网络制作，该网络是一个由高等教育员工、学生、毕业生和雇主组成的国际网络，致力于进一步研究和实践与毕业生就业能力有关的问题。就业能力网络是在2018年STARS会议(www.unistars.org)上成立的，旨在响应与《研究生就业能力学习与教学杂志》非常一致的共同利益。因此，我们非常高兴地推出《华尔街日报》的第一期特刊，这也是该网络的第一次合作产出。《毕业生就业能力的教学》杂志的第一期于2010年出版，“作为一个论坛，促进研究人员、教师学者、职业人员以及关注毕业生就业能力的行业和专业从业者之间的跨学科对话”(Quin, 2010)。近十年过去了，这些关键利益相关者之间的对话同样重要，确保毕业生的就业能力仍然是一个跨越国际背景的挑战。事实上，随着与快速技术发展和不断变化的工作世界相关的全球不确定性日益增加，以及其他同样令人担忧的社会和政治动荡，毕业生面对劳动力市场内外的不确定性的准备可以说比以往任何时候都更加重要(Oliver & Jorre de St Jorre, 2018)。幸运的是，由于许多人的奉献，以及像本杂志这样的平台，现在有一个广泛的、不断增长的研究和基于证据的实践体系，可以用来设计、质疑和重新设计毕业生就业能力的教学和学习。大学和学术界经常是关于毕业生就业能力的讨论的中心，但实际上，高等教育机构(大学和非大学提供者)的领导者更广泛地分担了关注和责任;超越传统教师角色的学者;以及其他通过不同角色为学生体验和毕业成果做出贡献的员工(例如那些为职业学习服务、学习设计和学生支持做出贡献的员工，仅举几例)。学生、毕业生、雇主和专业协会，以及政府和质量保证机构，也是关键的利益相关者，他们的影响力和观点对于制定有效的战略至关重要(Kinash, Crane, Judd， & Knight, 2015;Kinash等人，2015)。考虑到这一点，10 - stars网络由Shelley Kinash教授召集，以鼓励和支持所有有兴趣继续讨论，告知和影响毕业生就业能力的人之间的合作。本期特刊旨在与更广泛的受众分享网络的多样性和集体专业知识，这些受众也被邀请成为我们网络的一部分(https://tenstars.graduateemployability.com/).All)，本期《十大之星》特刊中的论文是经验主义的，理论基础的，并且从越来越多的已发表的就业能力文献中获得了丰富的信息。我们的贡献作者的角色和经验是多种多样的，因为他们的研究问题，方法和方法。然而，所有分享的调查都是为了影响毕业生的就业能力而设计的，因此它们都是在高等教育的背景下进行的，并为进一步的研究和与就业能力的学习和教学相关的有效实践提供了建议。重要的是，没有一种方法是附加的(要求已经很忙的学生做更多的事情)。相反，作者们专注于深入思考设计和完善高等教育经验的方法，以便将就业能力和职业前景嵌入学生的学习经验中，并深入到学科背景中。
{"title":"Editorial: TEN STARS Special Issue","authors":"Shelley Kinash, T. Jorre de st Jorre","doi":"10.21153/JTLGE2019VOL10NO1ART849","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART849","url":null,"abstract":"This special issue was produced by the TEN-STARS network, an international network of tertiary staff, students, graduates and employers dedicated to furthering research and practice related to graduate employability. The Employability Network, was formed at the 2018 STARS conference (www.unistars.org) in response to shared interests that are very much aligned to those of the Journal of Learning and Teaching for Graduate Employability. It is therefore with great pleasure that we introduce the Journal’s first special issue, which is also the network’s first collaborative output.The first issue of the Journal of Teaching and Learning for Graduate Employability was published in 2010, ‘as a forum for fostering interdisciplinary dialogue among researchers, teacher scholars, careers staff and industry and professional practitioners concerned about graduate employability’ (Quin, 2010). Almost ten years on, dialogue among those key stakeholders is no less important, and assuring graduate employability remains a challenge that spans international contexts. In fact, with growing global uncertainty related to rapid technological developments and the changing world of work, alongside other equally concerning social and political disruptions, the preparation of graduates to face uncertainty in and beyond the workforce is arguably more important than ever (Oliver & Jorre de St Jorre, 2018). Fortunately, thanks to the dedication of many, and platforms such as this Journal, there is now an expansive and growing body of research and evidence based practice that can be drawn upon - to design, question, and redesign - teaching and learning for graduate employability.Universities and academics are often at the centre of discourse about graduate employability, but in reality, concerns and responsibilities are shared more broadly amongst: leaders of tertiary institutions (university and non-university providers); academics in and beyond traditional faculty roles; and other staff who contribute to the student experience and graduate outcomes through diverse roles (such as those that contribute to career learning services, learning design, and student support, to name just a few). Students, graduates, employers and professional associations, as well as government and quality assurance agencies, are also key stakeholders, whose influence and perspectives are essential to developing effective strategies (Kinash, Crane, Judd, & Knight, 2015; Kinash, et al., 2015). With this in mind, the TEN-STARS network was convened by Professor Shelley Kinash, to encourage and support collaboration between all those interested in continuing to discuss, inform, and influence graduate employability. This special issue, was conceived as a way of sharing some of the network’s diverse and collective expertise with a broader audience, who are also invited to become part of our network (https://tenstars.graduateemployability.com/).All of the papers in this TEN STARS Special Issue are empirical, ","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41654622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART794
G. Bates, A. Rixon, A. Carbone, C. Pilgrim
Rapid transformation of the workplace and a highly competitive labour market has changed the nature of graduate employability. In addition to discipline related knowledge, students now need to be proactive and adaptable in identifying career opportunities. This paper presents a conceptual model that views employability as determined by an overarching professional purpose mindset. This mindset reflects a person’s commitment to developing a professional future aligned to personal values, professional aspirations and societal outlook. Four specific mindsets are encapsulated within professional purpose (curiosity, collaboration, action and growth) and relate to three domains of development (self and social awareness; navigating the world of work and networks). Two studies were conducted to explore the professional purpose model. Study one was a qualitative study in which 33 undergraduate students (19 female; 14 male) explored their career decision making. Focus group and interview data showed that each of the four positive mindsets operated in many students’ proactive career related behaviours. However, for other students, alternative mindsets negatively influenced their career related behaviour. In the second study, 42 academics (28 male; 14 female) identified unit learning outcomes in existing curricula related to the three domains of development. All domains were evident but outcomes for navigating the world of work received most emphasis. Implications of the findings for further development of the professional purpose model are discussed.
{"title":"Beyond employability skills: Developing professional purpose","authors":"G. Bates, A. Rixon, A. Carbone, C. Pilgrim","doi":"10.21153/JTLGE2019VOL10NO1ART794","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART794","url":null,"abstract":"Rapid transformation of the workplace and a highly competitive labour market has changed the nature of graduate employability. In addition to discipline related knowledge, students now need to be proactive and adaptable in identifying career opportunities. This paper presents a conceptual model that views employability as determined by an overarching professional purpose mindset. This mindset reflects a person’s commitment to developing a professional future aligned to personal values, professional aspirations and societal outlook. Four specific mindsets are encapsulated within professional purpose (curiosity, collaboration, action and growth) and relate to three domains of development (self and social awareness; navigating the world of work and networks). Two studies were conducted to explore the professional purpose model. Study one was a qualitative study in which 33 undergraduate students (19 female; 14 male) explored their career decision making. Focus group and interview data showed that each of the four positive mindsets operated in many students’ proactive career related behaviours. However, for other students, alternative mindsets negatively influenced their career related behaviour. In the second study, 42 academics (28 male; 14 female) identified unit learning outcomes in existing curricula related to the three domains of development. All domains were evident but outcomes for navigating the world of work received most emphasis. Implications of the findings for further development of the professional purpose model are discussed.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART797
Deborah Clarke, Matthew Winslade
As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.
{"title":"A school university teacher education partnership: Reconceptualising reciprocity of learning","authors":"Deborah Clarke, Matthew Winslade","doi":"10.21153/JTLGE2019VOL10NO1ART797","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART797","url":null,"abstract":"As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47309224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART786
James Arvanitakis, Madelaine-Marie Judd, Shelley Kinash, T. Jorre de st Jorre, T. McCluskey
Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.
{"title":"Research into the diversification of university careers in learning and teaching and intentionally closing-the-loop on graduate employability","authors":"James Arvanitakis, Madelaine-Marie Judd, Shelley Kinash, T. Jorre de st Jorre, T. McCluskey","doi":"10.21153/JTLGE2019VOL10NO1ART786","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART786","url":null,"abstract":" Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43023009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART780
Mollie Dollinger, Jason L. Brown
Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.
{"title":"An institutional framework to guide the comparison of work-integrated learning","authors":"Mollie Dollinger, Jason L. Brown","doi":"10.21153/JTLGE2019VOL10NO1ART780","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART780","url":null,"abstract":"Work-based placements, site visits, field trips and embedded industry-informed curriculum are employability strategies frequently applied by universities, and clustered under the umbrella term – work-integrated learning (WIL). Referring to each of these strategies as WIL can complicate comparisons (e.g. long-term placements vs. field trips) and can lead WIL related research to diverge in multiple directions. To support comparison and help guide institutional decision-making relating to WIL, the positioning of this article aligns with a recent stream of literature that attempts to outline, contrast and differentiate between various activities aimed at enhancing graduate employability. Four distinct WIL case studies from three Australian universities are described in this article: (a) students working in teams with industry partners (n=23), (b) students co-creating learning resources (n=7), (c) a student-staff partnership (n=2), and (d) students acting as peer-learning advisors (n=5). The cases were considered across five key factors: 1) ease of implementation, 2) barriers, 3) scalability, 4) authenticity, and 5) proximity. Using empirical data, the findings within the article contribute an institutional framework that highlights the benefits and drawbacks associated with differences across WIL types, intended to support good WIL practice among administrators, teachers and staff.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-03DOI: 10.21153/JTLGE2019VOL10NO1ART784
Karen Young, Stuart R. Palmer, C. Binek, M. Tolson, M. Campbell
This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.
{"title":"Assessment-led reform: Creating a sustainable culture for WIL","authors":"Karen Young, Stuart R. Palmer, C. Binek, M. Tolson, M. Campbell","doi":"10.21153/JTLGE2019VOL10NO1ART784","DOIUrl":"https://doi.org/10.21153/JTLGE2019VOL10NO1ART784","url":null,"abstract":"This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47033756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-10DOI: 10.21153/JTLGE2018VOL9NO1ART759
J. Currey, S. Sprogis, Gabrielle Burdeu, J. Considine, Josh Allen, Elizabeth Oldland
In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.
{"title":"Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills","authors":"J. Currey, S. Sprogis, Gabrielle Burdeu, J. Considine, Josh Allen, Elizabeth Oldland","doi":"10.21153/JTLGE2018VOL9NO1ART759","DOIUrl":"https://doi.org/10.21153/JTLGE2018VOL9NO1ART759","url":null,"abstract":"In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48977798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-21DOI: 10.21153/JTLGE2018VOL9NO1ART739
R. Gill
Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.
{"title":"Building employability skills for higher education students: An Australian example","authors":"R. Gill","doi":"10.21153/JTLGE2018VOL9NO1ART739","DOIUrl":"https://doi.org/10.21153/JTLGE2018VOL9NO1ART739","url":null,"abstract":" Employability has become an important focus for graduates and employers in Australia, as many universities contend with the notion of developing knowledgeable and problem-solving graduates who are workforce ready practitioners. This paper presents an example of how the higher education communication disciplines from across Victoria, Australia, have developed a forum that allows graduating students to engage directly with industry leaders to better prepare for the leap from higher education to professional employment in the communication and media sectors. This national award-winning education forum brings multi-institutional student groups, recent graduates, academics, and industry practitioners and leaders together in order to aid the development of student skills in areas such as: networking, job application, time management, and effective work habits.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42092282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21153/jtlge2021vol12no2art1003
L. Mitchell, Chris Campbell, M. Somerville, E. Cardell, Lauren E. Williams
Electronic portfolios (ePortfolios) are increasingly being used in university degrees to showcase graduate employability. However, evidence on employers’ views and use of ePortfolios has not been synthesised. This study aimed to systematically review the evidence on employer, industry representative and university educator views on the use of ePortfolios in recruiting graduates, including recommended ePortfolio content. Six databases were searched to identify original research on views and utilisation of ePortfolios published since 2000. Studies were screened in duplicate, and the full texts of 163 articles reviewed. Included studies were synthesised to reveal common themes. The 17 included studies represented a range of industries and most were conducted in the USA (n=10). Awareness of ePortfolios was low, as was use within recruitment. Perceived advantages of ePortfolios in recruitment included showcasing key skills/work; ability to comprehensively assess and differentiate between candidates quickly; and accessibility. The main disadvantages were the time taken to review, excessive information and establishing authenticity. Recommended ePortfolios content included samples of professional work, reflections, videos and photos. Inclusion of typical resume content, work experience, skills, transcripts, certificates, references, supervisor evaluations were important, as was a clear and concise structure.
{"title":"Enhancing graduate employability through targeting ePortfolios to employer expectations: A systematic scoping review","authors":"L. Mitchell, Chris Campbell, M. Somerville, E. Cardell, Lauren E. Williams","doi":"10.21153/jtlge2021vol12no2art1003","DOIUrl":"https://doi.org/10.21153/jtlge2021vol12no2art1003","url":null,"abstract":"Electronic portfolios (ePortfolios) are increasingly being used in university degrees to showcase graduate employability. However, evidence on employers’ views and use of ePortfolios has not been synthesised. This study aimed to systematically review the evidence on employer, industry representative and university educator views on the use of ePortfolios in recruiting graduates, including recommended ePortfolio content. Six databases were searched to identify original research on views and utilisation of ePortfolios published since 2000. Studies were screened in duplicate, and the full texts of 163 articles reviewed. Included studies were synthesised to reveal common themes. The 17 included studies represented a range of industries and most were conducted in the USA (n=10). Awareness of ePortfolios was low, as was use within recruitment. Perceived advantages of ePortfolios in recruitment included showcasing key skills/work; ability to comprehensively assess and differentiate between candidates quickly; and accessibility. The main disadvantages were the time taken to review, excessive information and establishing authenticity. Recommended ePortfolios content included samples of professional work, reflections, videos and photos. Inclusion of typical resume content, work experience, skills, transcripts, certificates, references, supervisor evaluations were important, as was a clear and concise structure.","PeriodicalId":37004,"journal":{"name":"Journal of Teaching and Learning for Graduate Employability","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67651582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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