Developing generic skills at university, during work placement and in employment: graduates' perceptions

By Gay Crebert *, M. Bates, B. Bell, Carol-joy Patrick, V. Cragnolini. 2004

588 citations recorded by the source corpus.

This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post‐graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognized the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.

Subfields: Education, Human Factors and Ergonomics, Media Technology

View Paper: https://www.semanticscholar.org/paper/539939a4126f2e52af5332796c2264433747210d

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In Education

In Human Factors and Ergonomics

S. Mgaiwa

In Media Technology

Citations in the corpus

Fostering Graduate Employability: Rethinking Tanzania’s University Practices (2021, background): “Graduate employability has been on the global agenda for a couple of decades (see, e.g., Bennett, 2019; Crebert et al., 2004; Harvey, 2001; Laalo et al., 2019; Räty et al., 2019).”
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance (2010, background): “How well students may benefit from opportunities to develop their soft skills may partly depend on their actual competencies (see Crebert, Bates, Bell, Patrick, & Cragnolini, 2004 ).”
The contribution of work-integrated learning to undergraduate employability skill outcomes (2013, unknown): “Eames (2003) advocates value in enabling students to put classroom theory into practice in a work environment and Crebert et al. (2004) found evidence that students who complete work placements do not encounter major difficulties in applying their generic skills in the workplace.”
Developing generic skills through university study: a study of arts, science and engineering in Australia (2010, unknown): “(Harvey et al. 1997; Holmes 2001; Crebert et al. 2004 ).”
Career Competencies and Career Success: On the Roles of Employability Activities and Academic Satisfaction During the School-to-Work Transition (2021, background): “…have shown that satisfaction with university instruction is among the main aspects of academic satisfaction (Broder & Dorfman, 1994; Finaly-Neumann, 1994) and that it underlined the role of the university context in promoting an adequate preparation for the future career (Crebert et al., 2004).”
The million-dollar question: can internships boost employment? (2018, background): “As to the former, existing research tends to report findings mainly based on data from one specific subject area (see, for example, Alpert, Heaney and Kuhn 2009; Wilton 2012; Callanan and Benzing 2004) or from one particular HEI (Crebert et al. 2004).”
A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda (2020, background): “The first four types of learning content emerged from the literature (cf. with the works of Anderson (1982) and Crebert, Bates, Bell, Patrick, and Cragnolini (2004)).”
Skills for creative industries graduate success (2011, unknown): “…and career building phases will ideally involve extensive industry involvement, both in the classroom (via such mechanisms as master classes, mentoring and project work), and through authentic, situated learning opportunities such as industry-based internships (Crebert et al. , 2004).”
WIL and generic skill development: The development of business students’ generic skills through work- integrated learning (2011, background): “WIL can assist in transferability with evidence that students who complete work placements do not encounter major difficulties in applying their generic skills in the workplace (Crebert et al., 2004).”