Literaturnachweis - Detailanzeige
| Autor/inn/en | Chukwuedo, Samson Onyeluka; Ementa, Christiana Ngozi |
|---|---|
| Titel | Students' Work Placement Learning and Employability Nexus: Reflections from Experiential Learning and Social Cognitive Career Theories |
| Quelle | In: Industry and Higher Education, 36 (2022) 6, S.742-755 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chukwuedo, Samson Onyeluka) ORCID (Ementa, Christiana Ngozi) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-4222 |
| DOI | 10.1177/09504222221099198 |
| Schlagwörter | Foreign Countries; Undergraduate Students; Vocational Education; Technical Education; Job Placement; Workplace Learning; Work Experience Programs; Career Choice; Decision Making; Self Efficacy; Employment Potential; Job Skills; Experiential Learning; Social Cognition; Nigeria Ausland; Ausbildung; Berufsbildung; Technikunterricht; Employment service; Employment services; Arbeitsvermittlung; Decision-making; Entscheidungsfindung; Self-efficacy; Selbstwirksamkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Soziale Kognition |
| Abstract | To curtail difficulties in higher education relating to students' learning with few or no real-life examples, poor acquisition of practical skills, a lack of confidence concerning their prospective career, and a fear of unemployment, it is imperative to engage students in real-life work environments before graduation. Drawing on the integration of Experiential Learning Theory and Social Cognitive Career Theory, the authors explore the work placement learning (WPL), career decision self-efficacy (CDSE), engagement in practical skills (EPS), and perceived employability skills (PES) nexuses. The participants in the study (N = 451) were technical and vocational education undergraduates drawn from four universities in Nigeria. Using data collected via a cross-sectional survey, the study results reveal that WPL is positively and strongly associated with PES. The results also show that WPL has a positive indirect influence on PES via CDSE and EPS, indicating the presence of serial mediation. The results further show that WPL has discrete positive indirect effects on PES via the dimensions of CDSE (self-appraisal, occupational information, goal selection, planning and problem-solving). The implications of the findings for higher education institutions are, accordingly, set out. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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