Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula

Autor/inn/en	Smith, Calvin; Worsfold, Kate
Titel	Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula
Quelle	In: Studies in Higher Education, 40 (2015) 1, S.22-42 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.806456
Schlagwörter	Work Experience Programs; Employment Potential; Job Skills; Career Readiness; Self Efficacy; Teamwork; College Curriculum; Regression (Statistics); Alignment (Education); Outcomes of Education; Learning Activities; Student Evaluation; Foreign Countries; College Students; Student Surveys; Factor Analysis; Correlation; Curriculum Design; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Self-efficacy; Selbstwirksamkeit; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Lernaktivität; Schulnote; Studentische Bewertung; Ausland; Collegestudent; Schülerbefragung; Faktorenanalyse; Korrelation; Lehrplangestaltung; Australien; Großbritannien
Abstract	This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors (alignment of learning activities and assessments with integrative learning, and the provision of supportive environments) also impact on generic outcomes. We explore three competing hypotheses for explaining the relationships between learning outcomes and authenticity on the one hand and the alignment of learning activities and assessments with integrative learning outcomes on the other: overlapping, proxy protective factor and mediation. We conclude that mediation is a plausible explanation for the observed relationships, based on an invocation of "availability heuristics" and "priming" to explain how these factors work together. Findings will have implications for the design and management of WIL curricula in universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10