Using Work-Integrated Learning to Enhance Career Planning among Business Undergraduates

Autor/in	Jackson, Denise A.
Titel	Using Work-Integrated Learning to Enhance Career Planning among Business Undergraduates
Quelle	In: Australian Journal of Career Development, 26 (2017) 3, S.153-164 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Denise A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-4162
DOI	10.1177/1038416217727124
Schlagwörter	Work Experience Programs; Undergraduate Students; Career Planning; Competition; Employment Opportunities; Business Administration Education; Elective Courses; Career Choice; Student Attitudes; Social Cognition; Career Counseling; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Karriereplanung; Wettkampf; Berufschance; Beschäftigungschance; Elective course; Wahlkurs; Schülerverhalten; Soziale Kognition; Ausland; Australien
Abstract	Effective career planning among undergraduates is increasingly important amid competitive graduate labour markets and high levels of graduate underemployment. Students must be able to set clearly defined career objectives and be equipped to identify suitable development pathways to achieve their career goals. This study examined the impact of work-integrated learning on student career planning. It focused on the completion of an elective work placement by 102 business undergraduates in a Western Australian university. The study adopted a qualitative approach and used structured reflections to examine how the placement influenced students' career objectives, developed their self-awareness in the context of career planning, and helped them identify personal development strategies to improve their employment prospects. Drawing on social cognitive career theory, the study advances our understanding of how work-integrated learning can shape undergraduate career objectives and improve currently weak levels of student engagement with career planning. Implications for future career counselling are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01