A Systematic Review of Australian Higher Education Students' and Graduates' Work Readiness

Autor/inn/en	Orr, Poppy; Forsyth, Loch; Caballero, Catherine; Rosenberg, Caroline; Walker, Arlene
Titel	A Systematic Review of Australian Higher Education Students' and Graduates' Work Readiness
Quelle	In: Higher Education Research and Development, 42 (2023) 7, S.1714-1731 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orr, Poppy) ORCID (Forsyth, Loch) ORCID (Caballero, Catherine) ORCID (Rosenberg, Caroline) ORCID (Walker, Arlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2023.2192465
Schlagwörter	Literature Reviews; Foreign Countries; College Students; College Graduates; Career Readiness; Student Attitudes; Experiential Learning; Australia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Hochschulabsolvent; Hochschulabsolventin; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Australien
Abstract	Hiring new graduates is a cost-effective method of recruiting high-potential talent into organizations. Despite recent focus on graduate employability in the Australian higher education (HE) sector, a discrepancy remains between employer expectations of graduate work readiness (WR), and graduate perceptions of preparedness to commence professional work. This has implications for curriculum development, including work-integrated learning (WIL) programs that aim to improve WR of students ensuring they have the necessary skills and attributes required for work. What comprises WR skills and attributes, however, has been conceptualized differently in the literature. This systematic review aimed to address the lack of consistent conceptualization of WR, and the tools used to assess WR, in the Australian HE sector. A systematic review of five databases returned 138 articles based on the inclusion criteria, of which 16 met eligibility for review. The included studies were synthesized to compare conceptualizations and assessment of WR. Findings confirmed differences in conceptualization of WR and the majority of studies adopted a multidimensional measurement approach, comprising discipline-specific and generic skills. We discuss implications of varied conceptualizations of WR and assessment of WIL activities to improve WR in the higher education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01