Exploring learning and fit in the transition from higher education to the labour market: A systematic review

Grosemans, Ilke; Coertjens, Liesje; Kyndt, Eva

doi:10.1016/j.edurev.2017.03.001

Cited by 58 publications

(55 citation statements)

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“…In the present study we use the concept of academic competences to refer to broadly competences and skills which are expected to develop during university studies and needed in working life (Van Dierendonck and Van der Gaast 2013;Grosemans, Coertjens, and Kyndt 2017;Mah and Ifenthaler, 2017;Tuononen, Parpala, and Lindblom-Ylänne 2017). Academic competences consist of attitudes, behaviours and skills, including academic skills, study skills, interpersonal skills and self-conceptions (DiPerna and Elliot 1999).…”

Section: Experiences Of the Development Of Academic Competences And Dmentioning

confidence: 99%

“…Successful transitions from university to working life require that graduates are able to employ their education and academic competences, such as critical thinking as well as collaboration and communication skills, in real working-life contexts (Tomlinson 2008;Grosemans, Coertjens, and Kyndt 2017). Many studies have explored students' or graduates' experiences of the development of academic competences during university studies (Crebert et al 2004;Vaatstra and De Vries 2007), which can be considered as reflecting the usefulness of university education.…”

Section: Introductionmentioning

confidence: 99%

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Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life

Tuononen

Parpala

Lindblom‐Ylänne

2019

Assessment & Evaluation in Higher Education

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Graduates' evaluations of usefulness of university education, and early career success -A longitudinal study of the transition to working life AbstractA successful transition from university to working life requires that graduates are able to employ their education and academic competences in real working-life contexts. Our previous research showed that graduates varied in how they were able to reflect on their competences at the time of graduation.The present longitudinal mixed-method study follows the same graduates and explores their evaluations of the usefulness of university education and career success, three years after graduation.The follow-up data consisted of 57 graduates' survey answers analysed by quantitative and qualitative methods. The results showed that graduates who were able to describe and evaluate more competences at the time of graduation perceived their current jobs to correspond more to their education. Graduates with more limited evaluations of their competences, on the other hand, had experienced more challenges related to employment and were more uncertain of their goals. The results also showed that having diverse competences and an ability to recognise them at the time of graduation is important for later career success and may also be related to what kind of challenges graduates face in working life. Assessment and Evaluation in Higher Education

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Section: Experiences Of the Development Of Academic Competences And Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life

Tuononen

Parpala

Lindblom‐Ylänne

2019

Assessment & Evaluation in Higher Education

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“…While many challenges in this transition are clearly situated in the period after graduation (e.g., finding employment, adapting to the new context), students are already preparing themselves for the transition to work during higher education (Grosemans, Coertjens, & Kyndt, ; Koen et al ., ; Nicholson, ). Analogously, preparing students for work‐related learning is a main aim for higher education (e.g., Endedijk & Vermunt, ).…”

Section: Introductionmentioning

confidence: 99%

“…Analogously, preparing students for work-related learning is a main aim for higher education (e.g., Endedijk & Vermunt, 2013). Therefore, and in contrast to the majority of the existing studies on the transition from higher education to work, the current study approaches this transition as a dynamic period, spanning the period of higher education, the actual finding of a job, and the adjustment to this new environment (Grosemans et al, 2017). More concretely, this study aims to get more insight into the transition to work by taking a dynamic approach and investigating how the development of personal factors within higher education contributes to work-related learning of early-career employees.…”

mentioning

confidence: 98%

“…As work-related learning is especially important for early-career employees (Brooks & Everett, 2008), the present study investigates work-related learning during the challenging period of the transition from education to work. While many challenges in this transition are clearly situated in the period after graduation (e.g., finding employment, adapting to the new context), students are already preparing themselves for the transition to work during higher education (Grosemans, Coertjens, & Kyndt, 2017;Koen et al, 2012;Nicholson, 1990). Analogously, preparing students for work-related learning is a main aim for higher education (e.g., Endedijk & Vermunt, 2013).…”

mentioning

confidence: 99%

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Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Grosemans

Coertjens

Kyndt

2018

Brit J of Edu Psychol

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Background Work‐related learning is particularly important at the start of graduates' careers. Preparing students for work‐related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. Aim This study aimed to investigate the role of personal factors for work‐related learning during the transition from higher education to work. This study took a longitudinal and person‐centred approach by examining differences in work‐related learning between different motivational profiles based on the conjoint development of self‐efficacy and achievement goals. Sample Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). Methods In order to assess the development of the personal factors, different multi‐indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work‐related learning were investigated by a multivariate analysis of variance. Results and Conclusions The results revealed an average increase in self‐efficacy, learning‐goal, and performance‐approach orientation, indicating that the transition to work triggers change in these personal factors. Performance‐avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach‐oriented, moderate efficacious and approach‐oriented, moderate efficacious and learning‐oriented, and undecided profile. Furthermore, differences were found concerning work‐related learning, in which the strongly efficacious and approach‐oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter.

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Preparing Students for the School-to-Work Transition: A Systematic Review of Research on Secondary School-Based Vocational Education

Vermeire

Cuyper

Kyndt

2022

Research Approaches on Workplace Learning

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Exploring learning and fit in the transition from higher education to the labour market: A systematic review

Cited by 58 publications

References 53 publications

Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life

Graduates’ evaluations of usefulness of university education, and early career success – a longitudinal study of the transition to working life

Work‐related learning in the transition from higher education to work: The role of the development of self‐efficacy and achievement goals

Preparing Students for the School-to-Work Transition: A Systematic Review of Research on Secondary School-Based Vocational Education

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