Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Lackner, Christine L.; Martini, Tanya S.

doi:10.20343/teachlearninqu.5.2.2

Cited by 13 publications

(11 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our data confirm other discipline-specific findings (Lackner & Martini, 2017) that students find co-curricular experiences to be among the most important learning experiences that they have during the course of their degree. This pattern of results provides some preliminary empirical support for Bass's (2012) assertion that the current cohort of postsecondary students finds greater value in co-curricular experiences than those that are connected to their classes.…”

Section: Importance Of Co-curricular Experiences and Feelings Of Prepsupporting

confidence: 90%

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Martini¹,

Verby-Verutis

Grose³

et al. 2019

T&LI

Self Cite

View full text Add to dashboard Cite

The study discussed in this article investigated university student beliefs and behaviours with respect to co-curricular activities among incoming (n=983), mid-degree (n=173), and graduating (n=1006) students. When asked about their most significant learning experiences during their time at university, graduating students were more likely to report on co-curricular activities than those related to coursework. However, participation in co-curricular activities was not related to graduating students' feelings of preparedness to undertake a job search or apply for postgraduate education. Incoming students reported clear intentions to participate in some types of co-curricular activities (e.g., volunteering, intramural sports, clubs) but were more uncertain about others (e.g., events or activities related to global awareness, or diversity and inclusion). Parallel findings were observed with respect to actual co-curricular involvement among mid-degree and graduating students. This research is discussed in the context of university efforts to promote co-curricular activities to students in order to develop career ready transferrable skills, and the relevance of particular patterns of involvement to the current job market. KEYWORDS co-curricular, undergraduates, experiential, career preparation, transferrable skills CO-CURRICULAR INVOLVEMENT Research concerning the postsecondary experience has provided considerable evidence to support the importance of student engagement while completing an undergraduate diploma or degree (Bonet & Walters, 2016; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008). While much of this literature is focused on engagement within the formal curriculum (i.e., in the context of for-credit courses), more recently researchers have also noted that student engagement in activities outside of courses may also be important or potentially more important than what is studied within courses or programs (Bass, 2012). Some institutions have dedicated resources to developing these out of the classroom experiences in a more formalized integrated way, referring to them as a co-curriculum. Elias (2014, p. viii) has defined the co-curriculum as consisting of

show abstract

Section: Importance Of Co-curricular Experiences and Feelings Of Prepsupporting

confidence: 90%

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Martini¹,

Verby-Verutis

Grose³

et al. 2019

T&LI

Self Cite

View full text Add to dashboard Cite

show abstract

“…Self-reflection differs from reflection, which was defined as the "mental process of structuring or restructuring an experience, a problem or pre-existing knowledge or existing recognition" [13] (p. 193). Self-reflection was found to have a positive impact on student performance [12,14,15] and heighten student self-efficacy and resilience [16].…”

Section: Self-reflection and Eportfoliosmentioning

confidence: 99%

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Tran

2021

Education Sciences

View full text Add to dashboard Cite

This paper reports on a pilot study that was conducted during a technical trial of a new ePortfolio system at a large Australian university. Students from a large (n = 325) first-year educational technology course were given the opportunity to use the new ePortfolio system weekly as part of their reflective practice at the end of the hands-on tutorial classes and also through a blogging assignment that required six posts throughout the semester. Although the students reflecting on their work and ePortfolios themselves are not new concepts, this paper reports how assessment practices can be improved using ePortfolios and how students can improve their reflective practice through simple and regular use throughout the 12-week semester that the study was conducted. From the class, 208 students responded to the survey with the results being positive. The students were able to use the system easily and did not report many problems with crashing or freezing. The lessons learnt form an important part of this study for future iterations with these reported in the paper.

show abstract

“…Students are also becoming increasingly aware of the value of participating in activities outside of the classroom (Thompson et al, 2013). In research undertaken to explore student perceptions of learning experiences, when asked to outline eight of their most significant learning experiences, 52% of the experiences described were co-curricular (Lackner and Martini, 2017). Additionally, Clark et al (2015) found that, in the opinion of graduates, ECA significantly helped develop employability skills, contributed to their first employment, and enhanced their workplace performance, again demonstrating that there is a prevalent view amongst current students and graduates that ECA increases employability.…”

Section: Contextualising Employability and Higher Education In The Ukmentioning

confidence: 99%

Harnessing the potential of extracurricular opportunities to enhance graduate employability in higher education

Moxey

Simpkin

2021

jldhe

View full text Add to dashboard Cite

This paper addresses the emerging theme in the literature that graduates often do not demonstrate the relevant skills to employers in job applications, interviews and in the workplace, and that HEIs should harness the potential of extra-curricular opportunities to enhance employability (Tchibozo, 2007; Griffiths et al., 2017). This study reports on a survey which was distributed to students in voluntary committee roles at one university to garner information around students’ ability to identify the skills gained in their roles that are transferable as employability skills. The students’ level of confidence and readiness to articulate these skills during the job application process was then explored. Results suggest that, while students feel as though they are confident and ready to draw on skills developed in extra-curricular voluntary roles, questions could be raised as to whether their ability to identify and articulate them accurately reflects their level of confidence. Therefore, a workshop and resource have been created as part of the project to help students be able to recognise and articulate the employability skills gained.

show abstract

Helping University Students Succeed at Employment Interviews: The Role of Self-Reflection in e-Portfolios

Cited by 13 publications

References 21 publications

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Canadian Undergraduates' Reports of Co-curricular Involvement Across the Degree

Using an Implementation Trial of an ePortfolio System to Promote Student Learning through Self-Reflection: Leveraging the Success

Harnessing the potential of extracurricular opportunities to enhance graduate employability in higher education

Contact Info

Product

Resources

About