An exploratory study of industry perspectives to inform undergraduate nutrition employability initiatives

Abstract

The aim of this study was to explore nutrition professionals' perspectives of nutrition graduates' employability skills, and knowledge and skills required in the industry to understand gaps in undergraduate nutrition curriculum.Methods: Nutrition professionals (n = 26) across Australia were approached to participate in semi-structured interviews via telephone in 2018. Interviews were transcribed verbatim, data analysed using thematic analysis, and results interpreted and discussed. Results: Nine participants across six work environments completed interviews. Common work roles were identified in their diverse areas of practice: nutrition educators, food developers, team members, and business leaders.Nutrition professionals identified that, in addition to evidence-based discipline knowledge, key skills and knowledge needed for their roles were interpersonal communication, including writing and listening. Participants highlighted the need for employability skills to be embedded within curriculum with emphasis on professional skills, business skills and discipline-specific skills in communicating complex science messages to a range of audiences. Networking, and formal and informal work-integrated learning were viewed as important vehicles for developing required skills. Participants expected that universities develop curriculum to address gaps; however, reflection by the academic researchers suggested this should be a joint role.

Employability and employment outcomes of nutrition science graduates: A qualitative exploration

“…Work integrated learning was found to be valuable and conducive to building employability skills in a non‐vocational degree. This finding aligns with a recently published study that explored undergraduate nutrition employability from an industry perspective, which detailed that work integrated learning supported the development of networks that enabled employment, and exposed students to diverse areas of practice in the field 10 . The value graduates placed on their work integrated learning experience matches its documented benefits, including, the opportunity to apply disciplinary knowledge, increased capabilities, work‐readiness, self‐esteem, and confidence 20 .…”

“…This finding aligns with a recently published study that explored undergraduate nutrition employability from an industry perspective, which detailed that work integrated learning supported the development of networks that enabled employment, and exposed students to diverse areas of practice in the field. 10 The value graduates placed on their work integrated learning experience matches its documented benefits, including, the opportunity to apply disciplinary knowledge, increased capabilities, work-readiness, self-esteem, and confidence. 20 This study offers a unique addition to the literature by highlighting the journey of the graduates who were not afforded the opportunity of work integrated learning.…”

“…A well‐prepared and employed nutrition workforce is an important strategy to combat the burden of disease 10 . Competency standards for nutrition science have been articulated, yet there has been no exploration of whether these describe important foundations for employment and employability 11 .…”

“…5,8 A well-prepared and employed nutrition workforce is an important strategy to combat the burden of disease. 10 Competency standards for nutrition science have been articulated, yet there has been no exploration of whether these describe important foundations for employment and employability. 11 Recent work has highlighted the role of all tertiary-educated nutrition professionals in improving nutrition outcomes for the population, calling for an inclusive approach to the workforce who are trained in the evidence-based approach to improving nutritional health.…”

Expanding perspectives on professionalism in dietetics

“…14 These capabilities are aligned with contemporary dietetics professionalism and necessitate expanding paradigms and ways of thinking, educating and being. Similarly, other papers in this issue, by Blair et al, 15 Croxford et al, 16 Kelly et al 17 and Kirkegaard et al 18 all speak to an expanding requirement to more explicitly educate graduates in the 'art' of practiceequipping nutrition and dietetics graduates for employability in diversifying roles, in navigating uncertainty and complexity, and developing the critical capabilities Boak et al 14 describe. This will require ongoing cultural change (and involve learning and unlearning), and philosophical shifts within the profession.…”