Brief Work-Integrated Learning Opportunities and First-Year University Students' Perceptions of Employability and Academic Performance
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| Title: | Brief Work-Integrated Learning Opportunities and First-Year University Students' Perceptions of Employability and Academic Performance |
|---|---|
| Language: | English |
| Authors: | Harris-Reeves, Brooke, Mahoney, John |
| Source: | Australian Journal of Career Development. Apr 2017 26(1):32-37. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Experiential Learning, College Freshmen, Work Experience Programs, Student Attitudes, Employment Potential, Academic Achievement, Foreign Countries, Learning Experience |
| Geographic Terms: | Australia |
| DOI: | 10.1177/1038416217697974 |
| ISSN: | 1038-4162 |
| Abstract: | Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students' degrees, but there might be value in offering such opportunities as students' transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students' (N = 28, M[subscript age] = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279298 |
| Database: | ERIC |
| Abstract: | Universities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students' degrees, but there might be value in offering such opportunities as students' transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students' (N = 28, M[subscript age] = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted. |
|---|---|
| ISSN: | 1038-4162 |
| DOI: | 10.1177/1038416217697974 |
