Ignorance Is Risk: An Exploratory Investigation of Australian Higher Education Students' Perceptions of Their Education-Employment Pathways

Autor/inn/en	Lock, Edward; Kelly, Kate
Titel	Ignorance Is Risk: An Exploratory Investigation of Australian Higher Education Students' Perceptions of Their Education-Employment Pathways
Quelle	In: Journal of Teaching and Learning for Graduate Employability, 11 (2020) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lock, Edward) ORCID (Kelly, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1838-3815
Schlagwörter	Foreign Countries; Higher Education; Student Attitudes; Education Work Relationship; Employment Potential; Expectation; Career Planning; Academic Degrees; Specialization; Graduate Study; Knowledge Level; Course Selection (Students); Employment Qualifications; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Expectancy; Erwartung; Karriereplanung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Arbeitsteilige Spezialisierung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Wissensbasis; Course selection; Student; Students; Kurswahl; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Australien
Abstract	The widely held view that higher education constitutes a gateway to employment has underpinned the dramatic widening of access to university in recent decades. However, globalisation and technological development have complicated the task of enhancing the employability of students, as the future world of work has become ever-more dynamic and unpredictable. Given such conditions, the delivery of employability teaching has become a central focus of many higher education providers (HEPs). To meet their responsibilities, HEPs must understand how students perceive their respective courses in relation to the employment pathways that they seek to follow. The present study aimed to gain an understanding of prospective students' perceptions regarding this, but also to evaluate the accuracy of these perceptions. Because some course types are more narrowly vocational than are others, a subsidiary aim was to investigate whether or not student expectations and knowledge varied depending on course-type. The findings gathered from 462 students enrolled into a wide range of courses at 15 Australian universities were profound. They highlight that, while most students commence university with a career goal in mind, many have a poor understanding of the education-employment pathways on which they have embarked. Students demonstrated a limited understanding of the careers to which their courses might lead, and of the relevance of postgraduate study to their chosen career goals. These findings varied significantly across different course-types. Overall, these findings highlight the need for HEPs to educate their students explicitly about the education-employment pathways that are available to them. (As Provided).
Anmerkungen	Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01