Developing career management competencies among undergraduates and the role of work-integrated learning
By Denise A Jackson, N. Wilton. 2016
158 citations recorded by the source corpus.
ABSTRACT This paper explores undergraduate capabilities in career self-management and the influence of work-integrated learning (WIL). Career management competencies are an important aspect of individual employability and impact on wellbeing, graduate job attainment and long-term career success. Enhanced competencies among graduates can assist Faculty in achieving strong employment outcomes and support industry partners who wish to employ graduates able to self-manage their career pathways effectively amid flatter organisational structures and greater employee mobility. Our findings indicate that business undergraduates at one UK and one Australian university consider themselves reasonably proficient in career self-management yet variations exist across the different dimensions of self-awareness, opportunity awareness, decision-making learning and transition learning. Participation in work placements and study and employment characteristics influenced certain elements of career self-management. Our study highlights the importance of nurturing career management competencies in undergraduates and we discuss strategies, particularly in relation to WIL, which may promote effective career self-management.
Subfields: Education, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/7fe315d0a1b011f239f4b4b53503314bbe36e755
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In Education
In Organizational Behavior and Human Resource Management
Citations in the corpus
- Employability: A review of the literature 2012-2016 (2017, methodology): “However, some researchers have sought to define CMS by identifying a series of sub-constructs and concepts such as the following list (Jackson and Wilton 2016; Hooley et al. 2013; Kumar 2015; Mackay et al. 2015; Neary, Dodd and Hooley 2015; Pettinenen, Skaniakos and Lairio 2013;…”
- Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model (2018, methodology): “Our suggestion of training students (e.g. about optimum goal-setting techniques) should boost the effectiveness of employability initiatives such as job placements based on previous evidence (e.g. Jackson 2015; Jackson and Wilton 2016).”