Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance

Journal article


Brooke Harris-Reeves and John Mahoney. (2017). Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance. Australian Journal of Career Development. 26(1), pp. 32-37. https://doi.org/10.1177/1038416217697974
AuthorsBrooke Harris-Reeves and John Mahoney
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, Mage = 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.

Keywordswork-integrated learning; university transition; job shadowing; first-year experience; perceived employability; academic performance
Year2017
JournalAustralian Journal of Career Development
Journal citation26 (1), pp. 32-37
PublisherSage Publications Ltd.
ISSN2200-6974
Digital Object Identifier (DOI)https://doi.org/10.1177/1038416217697974
Scopus EID2-s2.0-85063005884
Publisher's version
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Controlled
Publication process dates
Deposited14 May 2021
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