The Contribution of Different Types of Work-Integrated Learning to Graduate Employability

Autor/inn/en	Jackson, Denise; Dean, Bonnie Amelia
Titel	The Contribution of Different Types of Work-Integrated Learning to Graduate Employability
Quelle	In: Higher Education Research and Development, 42 (2023) 1, S.93-110 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson, Denise) ORCID (Dean, Bonnie Amelia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2048638
Schlagwörter	Workplace Learning; Work Experience Programs; Employment Potential; Internship Programs; Practicums; Equal Education; Access to Education; Undergraduate Students; Cooperation; College Graduates; Outcomes of Education; Experiential Learning; Education Work Relationship; Job Skills; Foreign Countries; Participant Characteristics; Industry; Likert Scales; Australia + Suchen Sie Ihr Suchwort? Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufspraktische Ausbildung; Practicum; Praktikum; Praktika; Education; Access; Bildung; Zugang; Bildungszugang; Co-operation; Kooperation; Hochschulabsolvent; Hochschulabsolventin; Lernleistung; Schulerfolg; Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Ausland; Industrie; Likert-Skala; Australien
Abstract	Work-integrated learning (WIL) is widely recognised as significantly contributing to enhancing graduate employability. Empirical evaluation of its impact and value is often confined to work-based WIL (internships/placements/practicums), known to pose challenges with scalability and equitable access. Through the lens of experiential learning, this large-scale study draws on national graduate survey data (n = 76,261) to investigate the impact of three different types of WIL (work-based/non-workplace/global) on perceptions of employability and skill outcomes across undergraduate and postgraduate (coursework and research) programmes and disciplines. Findings support the widely evidenced link between work-based WIL and perceived improvements in skills (foundation/adaptive/collaborative) yet show greater gains from WIL not based in the workplace, particularly for collaborative skills and among postgraduates. Further, global WIL appears to provide an important opportunity for developing highly sought-after adaptive skills in new graduates. In contrast, work-based WIL was particularly effective in enhancing graduates' perceptions of overall preparedness for employment, although varying by discipline. Findings therefore demonstrate the value of embedding and scaffolding various forms of WIL throughout study programmes to support perceived employability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01