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Brief work-integrated learning opportunities and first-year university students’ perceptions of employability and academic performance
Brooke Harris-Reeves John Mahoney
Brooke Harris-Reeves
John Mahoney
Author
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.
Keywords
work-integrated learning, university transition, job shadowing, first-year experience, perceived employability, academic performance
Date
2017
Type
Journal article
Journal
Australian Journal of Career Development
Book
Volume
26
Issue
1
Page Range
32-37
Article Number
ACU Department
Centre for Education and Innovation
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled