WIL and generic skill development: The development of business students’ generic skills through work- integrated learning
By B. Freudenberg, M. Brimble, C. Cameron. 2011
176 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/e2fac0f6047c02f30eca7e11abe3c149fa39fc89
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Citations in the corpus
- The contribution of work-integrated learning to undergraduate employability skill outcomes (2013, unknown): “The improvement in communication supports Freudenberg et al. (2011) who found marked improvements in both oral and written communication among WIL students, along with information literacy.”
- Modelling graduate skill transfer from university to the workplace (2016, unknown): “There has been extensive literature in recent years on the value of work experience opportunities, in the form of part-time working and WIL, and their positive impact on competence in employability skills (Freudenberg et al. 2011).”
- Testing a model of undergraduate competence in employability skills and its implications for stakeholders (2014, background): “There has been extensive literature in recent years on the value of work experience opportunities, in the form of part-time working and WIL, and their positive impact on competence in employability skills (Freudenberg et al. 2011).”
- Competencies for fresh graduates’ success at work: Perspectives of employers (2018, background): “Despite the different formats, all these programmes suffer from inherent challenges (Billett, 2009; Freudenberg et al., 2011; McLennan and Keating, 2008).”
- Rethinking graduate employability: the role of capital, individual attributes and context (2018, background): “…generally linked to a set of institutionally specific graduate attributes (Harvey 2005) and opportunities for work and life experience through internships (Harvey 2005), work-integrated learning (WIL) (Freudenberg, Brimble, and Cameron 2011) and overseas exchanges (Crossman and Clarke 2010).”