EMBEDDING WORK-INTEGRATED LEARNING AT UNDERGRADUATE COLLEGE-LEVEL CURRICULUM TO ENHANCE EMPLOYABILITY SKILLS AMONG STUDENTS

Reema Srivastava, Maryam Haghi

DOI Number
https://doi.org/10.22190/JTESAP230925054S
First page
729
Last page
736

Abstract


Work-integrated learning (WIL) is a prominent, flourishing, educational phenomenon which has brought about numerous positive changes in the field of higher education globally. The corporate sector and the governments in the world are seeking ‘work-ready’ graduates. WIL as an umbrella term includes a variety of strategies and approaches that incorporate theory with practice of work within a purposefully designed curriculum.  WIL makes meaningful, relevant connections to work throughout the curriculum in higher educational contexts which is intricately interwoven with employability skills and enhances these skill sets. Some of the pedagogical approaches adopted in WIL are Practice-based learning, Professional practices, Problem-based-learning, Experiential learning, Workplace learning, and Practice-based education.  A study adopting an exploratory mixed-method was conducted in Middle East College, Oman including in-depth survey and interviews with faculty members, graduates, alumnus and students at undergraduate level to determine the efficacy of the contents of the curriculum enhancing Employability Skills of the students.  Findings indicate that the curriculum enriched with WIL develops (a) General employability skills and respective requirements of a workplace, (b) Effective communication with colleagues across diverse roles, (c) Attitudes toward working effectively and competently, (d) Enhance academic knowledge and develop transferable skills, (e) Develop an understanding of ethical practices, (f) Build a professional identity and (g) Increase digital literacy skills. Students’ WIL experiences were taken into account in designing and implementing curricula related to WIL which are in line with enhancement of employability among students. The results of this research are valuable for practitioners in higher level educational contexts to integrate WIL and employability skills to contribute to global enhancement of these two flourishing phenomena. 


Keywords

Work-integrated Learning, Employability Skills, Higher Education

Full Text:

PDF

References


ABACUSDATA. “Work Integrated Learning And Post-Secondary Education: What Students Think”. (Fall 2016). (23 January 2023).

Billett, Stephen. Curriculum and pedagogic bases for effectively integrating practice-based experiences. Sydney: Australian Learning and Teaching Council. 2011. (22 December 2022).

Cooper, Lesley, Janice Orrell, and Margaret Bowden. Work integrated learning: a guide to effective practice. New York: Routledge, 2010.

Doolan, Maria, Ben Piggott, Sian Chapman, and Paul Rycroft. “The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program.” Australian Journal of Teacher Education 44, no. 6 (2019). (25 March 2023).

Gill, Robert. “Building employability skills for higher education students: An Australian example.” Journal of Teaching and Learning for Graduate Employability 9, no. 1 (2018): 84–92. (1 January 2023).

Govender, C. M., and M. Wait. “Work Integrated Learning Benefits for Student Career Prospects – Mixed Mode Analysis.” South African Journal of Higher Education 31, no. 5 (2017), 49-64. (25 March 2023).

Kusmin, Kadri-Liis, Kairit Tammets, and Tobias Ley. “University-industry interoperability framework for developing the future competences of Industry 4.0.” Interaction Design and Architecture(s) Journal 38, (2018): 28-45. (21 February 2023).

Patrick, Carol- Jay, Deborah Peach, Catherine Pocknee, Fleur Webb, Marty Fletcher, and Gabriella Pretto. “The WIL [Work Integrated Learning] Report: A National Scoping Study.” Australian Learning and Teaching Council (ALTC) Final report, (2008), Queensland University of Technology, Brisbane. (24 January 2023)

Reddan, Gregory. (2016). “The role of work-integrated learning in developing students’ perceived work self-efficacy.” Asia-Pacific Journal of Cooperative Education 17, no. 4 (2016): 423-436. (26 January 2023).

Smith, Calvin, and Debra Bath. “The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes.” Higher Education 51, no. 2 (2006): 259–86. (22 December 2022).

Stirling, Ashley, Gretchen Kerr, Jenessa Banwell, Ellen Macpherson, and Amanda Heron. A Practical Guide for Work-integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work-integrated Experience Offered through Colleges and Universities. Queen’s Printer for Ontario, 2016. (25 December 2022).

Winberg, Christine, Frances Finn, Irene Sheridan, Penelope Engles-Hills, Henri Jacobs, and Eleanor Kent. “Enhancing work-integrated learning through South-North collaboration: A comparative contextual analysis.” International Journal of Work-Integrated Learning 23, no. 4 (2022): 463-479. (5 December 2022).

Winborg Joakim and Gutav Hagg. “The role of work-integrated learning in preparing students for a corporate entrepreneurial career.” Corporate entrepreneurship education (28 February 2023).

Yorke, Mantz. “Employability in Higher Education: what it is - what it is not.” ResearchGate. (2004). (10 February 2023).




DOI: https://doi.org/10.22190/JTESAP230925054S

Refbacks

  • There are currently no refbacks.


ISSN 2334-9182 (Print)
ISSN 2334-9212 (Online)