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The education-to-work transition: a systematic analysis of pedagogical interventions in the context of higher education.

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Title: The education-to-work transition: a systematic analysis of pedagogical interventions in the context of higher education.
Authors: van der Baan, Niels (AUTHOR), Gast, Inken (AUTHOR), Gijselaers, Wim (AUTHOR), Kyndt, Eva (AUTHOR), Tynjälä, Päivi (AUTHOR), Beausaert, Simon (AUTHOR)
Source: Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p164-188. 25p.
Subjects: Higher education, Labor economics, School-to-work transition, Educational planning, Evaluation research, Communication strategies
Abstract: Higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students' education-to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education-to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Labor+economics%22">Labor economics</searchLink><br /><searchLink fieldCode="DE" term="%22School-to-work+transition%22">School-to-work transition</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+research%22">Evaluation research</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+strategies%22">Communication strategies</searchLink>
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  Data: Higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students' education-to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education-to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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