Employability skill development in work-integrated learning: Barriers and best practice

By Denise A Jackson. 2015

683 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/a6155f14eee7807d416eb44b051bacce17b63a12

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In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

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).”
Developing career management competencies among undergraduates and the role of work-integrated learning (2016, background): “add realism and credibility to content, is acknowledged by many (Bridgstock 2009; Gunn and Kaffman 2011; Jackson 2014).”
Graduate employability and higher education: Past, present and future (2019, background): “EA (2017, p. 92) emphasises the longer-term implications of disrupted transitions to work in that “new graduates who cannot find full time work cannot begin on-the-job professional formation”; similar concerns are expressed across multiple sectors of industry (see, for example, Jackson, 2015).”
The undergraduate self-perception of employability: human capital, careers advice, and career ownership (2019, background): “Our paper responds to calls from Jackson (2015) and Rospigliosi et al. (2014) to improve understanding of the student perception of graduate employability, and for calls from Jackson and Wilton (2017) to apply research to participants beyond business undergraduates.”
What actually works to enhance graduate employability? The relative value of curricular, co-curricular, and extra-curricular learning and paid work (2020, methodology): “With respect to the four employability indicators utilised in this study, there is a documented positive effect on both discipline-specific and professional skill outcomes (Deeley 2014; Jackson 2015), enabling students to visualise and practice applying skills in authentic settings.”
Employability: A review of the literature 2012-2016 (2017, background): “To address these alignment issues Jackson (2015) highlights the value of strong work-related elements in the classroom and including work-placement opportunities within courses.”