Considerations in the design of WBL settings to enhance students’ employability

Abstract

Purpose – A central aim of higher education is employability, in order to enable graduates to act in dynamic working environments. Internships as the prevalent work-based learning (WBL) settings offer such an opportunity during the studies; they are commonly used and broadly researched as interventions to improve students’ skills and competences. The purpose of this paper is to examine the influencing factors on students’ skills and competences that lead to employability in WBL settings. Design/methodology/approach – The paper provides a synthesis of relevant international empirical research on beneficial effects of the very common WBL setting, internship, to create a research framework across disciplines. Findings – The current research is characterized by a search for “best practices,” rather than a holistic and systematic view, acknowledging and taking into account different perspectives and their influence. It cannot sufficiently explain why employability in some WBL settings is enhanced more than in others. Therefore, it is necessary to expand the current understanding and evaluation of WBL as an experiential and situated learning experience. It is essential to take promotive factors from the university, the practical partner and the student perspective into account to understand employability enhancement. Based on these findings, a research framework for a holistic perspective on influencing factors of students’ employability is designed. Research limitations/implications – There is no empirical proof for the findings yet. Future empirical research may, therefore, be directed toward empirical testing of the impact of WBL settings. Originality/value – It is possible to infer recommendations for improving WBL settings from the three parties involved by interlinking situated and experiential theory.

Mentoring and skill development in e-Internships

“…In overall terms, two-thirds of e-interns (107) reported that they were supported by mentors who facilitated their professional development, growth and provided varying degrees of help. Furthermore, more than half of the interns – whether mentored or not – reported skills gains which were also noted as outcomes in traditional internships (Feldman, 2016; Griffin and Coelhoso, 2019; Kapareliotis et al , 2019). This confirms the proposition that e-internships – like traditional internships – can promote skill development, as suggested by Bayerlein and Jeske (2018).…”

“…In an analysis of 26 studies on traditional internships, Feldman (2016) found that these internships contribute to personal, professional, and social skills. Other studies note improvements in cross-cultural and language skills (Bilsland et al, 2019), critical thinking, communication, and problem solving (Griffin and Coelhoso, 2019).…”

“It's a very different world”: work transition and employability of higher education graduates

“…However, empirical research demonstrating such relationship, focussing on graduates' perspective about their work transition processes, is still scarce. Second, the revised literature suggests that individual and contextual factors tend to be interdependently related in the work transition process (Feldmann, 2016;Tams and Arthur, 2010). Current literature suggests that career adaptability, which is expected to impact the adaptation to career tasks and transitions, is highly context-dependent (Johnston, 2016;Savickas, 2005).…”

How experienced professionals develop their expertise in work-based higher education: a literature review

“…The interplay between the student as a learner, the university and the working environment is an important aspect in increasing the relevance of higher education (Wall 2017). Although work-based learning approaches are widespread in higher education, an understanding of what makes them effective and how they should be designed is limited (Feldmann 2016).…”