PurposeThis purpose of this paper is to present EOI as an mechanism for higher education to better prepare students for the ever changing workforce, a collaborative effort from higher education and organizations is needed to support the transition of students from the classroom into industry.Design/methodology/approachThis viewpoint provides a mechanism to enhance the student outcomes from work related learning (WRL) programs, supported by student reflection. This paper presents one such WRL program that provides a vehicle for EOI to enhance student learning outcomes.FindingsThe positive learning outcomes through student reflection on their experience in the program endorses EOI as a mechanism for students' early professional development.Practical implicationsInvolving organizations earlier in higher education transition programs enables both students and perspective employers to maximize opportunities for learning and development. Engaging organizations through EOI will ensure WRL programs better prepare students and manage their expectations for the workplace, leading to greater retention and outcomes of graduates entering the workplace, benefiting the student, higher education and employer.Originality/valueThis paper provides an approach to support students transitioning from higher education into the workforce by engaging with organizations early on in the students' professional education.
PurposeHigher education is seeking ways to close the perceived gap between employer's expectations of graduates and the current preparation these graduates receive. Experiential learning programs offer students one such opportunity to develop professionally and acquire generic workplace skills. This transition however, from the classroom to the workplace, can be a challenging process for students, and is the focus of this paper.Design/methodology/approachThe paper discusses the importance of programs and their supervisors integrating “caring” into work placements. Several stages of the transition process are discussed before seven principles of a successful student transition are outlined.FindingsThis paper demonstrates how a beyond duty of care approach can be adopted in experiential learning programs through seven key principles.Practical implicationsIt is anticipated that prioritizing a transition that enlarges the notion of student “care” and adoption of the seven key principles will narrow the perceived gap between employers and higher education's expectations of graduates.Originality/valueWhile experiential learning programs involve three stakeholders, the literature has not yet recognised the importance of each of these roles in the students' progressional development in the workplace. This paper outlines these roles and identifies seven ways the approach can be incorportaed into the pratices of an expereintial learning program.
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