Transdisciplinary Employability Practitioners: Engaging with Skills for the Future and Redefining Professional Identity
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| Title: | Transdisciplinary Employability Practitioners: Engaging with Skills for the Future and Redefining Professional Identity |
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| Language: | English |
| Authors: | Adrian Buck |
| Source: | Journal of Teaching and Learning for Graduate Employability. 2024 15(2):41-44. |
| Availability: | Journal of Teaching and Learning for Graduate Employability. Deakin University, 221 Burwood Highway, Burwood, Melbourne, Victoria, Australia 3125. Web site: https://ojs.deakin.edu.au/index.php/jtlge/ |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Employment Potential, Professional Identity, Long Range Planning, Interdisciplinary Approach, Higher Education, Theory Practice Relationship, Work Environment, Group Dynamics, Work Experience Programs, Faculty Development, Career Education, Career Guidance, School Personnel, Professional Personnel, Global Approach |
| ISSN: | 1838-3815 |
| Abstract: | In response to the need for graduates to tackle global, complex problems, higher education is increasing attention towards approaches that cross the boundaries of disciplinary thinking. However, while students can benefit from learning across disciplines, employability practitioners can also benefit. Transdisciplinary approaches can prompt practitioners to rethink career education, take charge of their professional development, and redefine their identity as borderless, ever-evolving transdisciplinary employability practitioners. Within this provocation, a transdisciplinary approach to learning is introduced and questions pertinent to the seven habits of a transdisciplinary mind are posed, intended to provoke converging perspectives on employability. By refocusing practitioners' employability perspectives, higher education can enhance its capacity for career-led learning and transform the identities of those working within it. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446352 |
| Database: | ERIC |
| Abstract: | In response to the need for graduates to tackle global, complex problems, higher education is increasing attention towards approaches that cross the boundaries of disciplinary thinking. However, while students can benefit from learning across disciplines, employability practitioners can also benefit. Transdisciplinary approaches can prompt practitioners to rethink career education, take charge of their professional development, and redefine their identity as borderless, ever-evolving transdisciplinary employability practitioners. Within this provocation, a transdisciplinary approach to learning is introduced and questions pertinent to the seven habits of a transdisciplinary mind are posed, intended to provoke converging perspectives on employability. By refocusing practitioners' employability perspectives, higher education can enhance its capacity for career-led learning and transform the identities of those working within it. |
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| ISSN: | 1838-3815 |
