Work-integrated learning in the humanities, arts and social sciences: where to from here? DOI Creative Commons
Denise Jackson, Elizabeth Cook

Studies in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 20

Published: Oct. 16, 2024

Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) its impacts employability short-term employment outcomes, using data from the Australian Graduate Outcomes Survey 2020 to 2023. The research examined extent of across WIL types (work-based, non-workplace global) influence graduates' perceived outcomes (full-time overqualification), while investigating demographic differences descriptive analysis logistic regression models. Results indicated rising yet identified disparities by activity type among groups. Work-based (e.g. internships) was most effective for enhancing facilitating transitions into professional roles work aligned degree study. Non-workplace projects), beneficial skill development, showed limited impact immediate there relatively low global industry tours) all discipline illuminates need more inclusive programmes flexible models accommodate diverse needs. Recommendations faculties include integrating development learning, optimising engagement providing targeted support underrepresented By aligning experiences with emerging labour market opportunities, can prepare graduates successful careers, addressing both individual aspirations broader economic Future could focus postgraduate perspectives scaling ensure initiatives effectively bridge gap between academic practice.

Language: Английский

Are we talking about the same thing? The case for stronger connections between graduate and worker employability research DOI Creative Commons
Jos Akkermans, William E. Donald, Denise Jackson

et al.

Career Development International, Journal Year: 2023, Volume and Issue: 29(1), P. 80 - 92

Published: Sept. 27, 2023

Purpose and approach This article presents the case for creating stronger connections between research on graduate worker employability. We offer a narrative review of commonalities differences these streams thoughts suggestions further integration mutual learning. Findings outline some main theories concepts in employability domains. Furthermore, we analyze how show considerable overlap, though they have barely connected with each other yet. also formulate an agenda future that would spur fields. Finally, turn to our fellow authors, reviewers, editors encourage more open other's work enable cross-fertilization knowledge. Implications hope review, critical analysis will lead collaborations learning among researchers educational, career psychology areas.

Language: Английский

Citations

36
Work-integrated learning: opportunities and challenges in Australia DOI Open Access
Denise Jackson

Higher Education Research & Development, Journal Year: 2024, Volume and Issue: 43(3), P. 767 - 773

Published: Jan. 29, 2024

Work-integrated learning (WIL) can significantly benefit student employability, institutional graduate outcomes, and quality talent pipelines. However, there are many caveats to this, such as course-wide flexible scaffolded design, sustained external partner engagement, adequate resourcing, ongoing evaluation that informs quality, inclusive practice. This article unpacks the challenges opportunities for advancing WIL in Australian higher education, recognising of these extend other regions education systems. Managing is critical fulfilling WIL's potential social transformation overcoming inequality, particularly given stakeholders' expectations (and over-reliance on it).

Language: Английский

Citations

11
Employability for inclusion: the urgent need for a biopsychosocial model perspective DOI Creative Commons
Mollie Dollinger, Tim Corcoran, Denise Jackson

et al.

Journal of Higher Education Policy and Management, Journal Year: 2023, Volume and Issue: 46(2), P. 113 - 130

Published: Sept. 14, 2023

ABSTRACTDefinitions of disability are changing, shifting from a narrow medical diagnosis to biopsychosocial model disability, where is conceptualised as series relational conditions that can potentially disadvantage individuals within environments. Implications this new understanding will have significant effects in the higher education sector, there increasing participation disabled students. In paper, we discuss one aspect these implications through topic graduate employability. doing so, generate concept 'Employability for Inclusion' be utilised an equity-focused lens universities consider how employability initiatives inclusive and/or diverse To unpack concept, further illustrate would impact key activities (e.g., work-integrated learning) and provide valuable insights into sector adopt emerging conceptualisations inclusion.KEYWORDS: Graduate employabilityequity inclusiondisabilitywork-integrated learninginherent course requirementscareer development learning Disclosure statementNo potential conflict interest was reported by author(s).

Language: Английский

Citations

10
Work-Integrated learning in Business and Management: Gauging impact and opportunities for growth DOI Creative Commons
Denise Jackson

The International Journal of Management Education, Journal Year: 2025, Volume and Issue: 23(2), P. 101132 - 101132

Published: Jan. 12, 2025

Language: Английский

Citations

0
Risks in Work-Integrated Learning: A Data-Driven Analysis DOI Creative Commons
Xiao Xu

Education Sciences, Journal Year: 2025, Volume and Issue: 15(1), P. 106 - 106

Published: Jan. 19, 2025

This study employs advanced data-driven and machine learning techniques to critically assess the integration of Work-Integrated Learning (WIL) into academic programs, with a focus on psychological well-being, financial, equity inclusion risks. Using data from 2018 National Graduates Survey in Canada, analysis examines how WIL programs influence students’ career trajectories, particular emphasis identifying key risk factors. The explores well-being risks associated financial burdens both during after education, for institutions. By analysing variables related work placements, student loans, assistance, alignment experiences post-graduation employment, this research provides critical insights effectiveness large-scale, survey-based, big perspective. findings highlight areas improvement mitigate these enhance overall value students across various disciplines.

Language: Английский

Citations

0
‘I wasn’t my authentic self': identity concealment during placement-based work-integrated learning among students from equity-deserving groups DOI
Siddharth Garg, David Drewery, Anne-Marie Fannon

et al.

Studies in Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 15

Published: March 7, 2025

Language: Английский

Citations

0
University student anticipation and experience of challenges and support during compulsory Work Integrated Learning components DOI Creative Commons
Suzanne Macqueen,

Kate Ferguson‐Patrick,

Katie Waters

et al.

The Australian Educational Researcher, Journal Year: 2025, Volume and Issue: unknown

Published: April 15, 2025

Language: Английский

Citations

0
The Financial Impact of Mandatory Unpaid Placements on Nursing, Midwifery and Health-Care University Students: A Scoping Review DOI
Tiffany Winchester, M Bara, Karen Missen

et al.

Nurse Education in Practice, Journal Year: 2025, Volume and Issue: 86, P. 104410 - 104410

Published: May 20, 2025

Language: Английский

Citations

0
Students' reflections of quality (RoQ) in work-integrated learning (WIL): a systematic review and framework DOI
Michelle J. Eady, David Drewery,

Monica Burney

et al.

Higher Education Skills and Work-based Learning, Journal Year: 2024, Volume and Issue: unknown

Published: July 21, 2024

Purpose In light of the expanding prominence work-integrated learning (WIL), pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review uncovers little-explored students’ reflections quality (RoQ). Design/methodology/approach Drawing on concept wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development educational interventions aimed at optimizing students' WIL. Findings This highlights through student voice. The outcomes offer model, contributing insights institutions, employers students involved in experiences. Research limitations/implications While study addresses specific limitations such as use search terms potential biases, research is needed to explore cultural capital’s influence quality. A focus broadening scope data collection include more comprehensive range perspectives needed. Practical implications suggests practical educators designing programs prioritize perspectives, ultimately enhancing Originality/value By focusing WIL, fills significant gap literature provides foundation practice engagement outcomes.

Language: Английский

Citations

2
Inclusive work-integrated learning in higher education: a scoping review DOI
Flevy Lasrado, Bonnie Amelia Dean, Michelle J. Eady

et al.

Studies in Higher Education, Journal Year: 2023, Volume and Issue: 49(9), P. 1588 - 1609

Published: Oct. 27, 2023

This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, employability. It employs an pedagogies framework to analyse findings from a scoping review (between 2010 2022) address or investigate WIL. Through this examination, identifies common barriers enablers WIL presents key recommendations enhance experiences for all students. proposes adapted theoretical serves as foundation future in field Overall, aims advance understanding approaches order promote greater equitable access participation these valuable opportunities.

Language: Английский

Citations

4