Internationalising work‐integrated learning: creating global citizens to meet the economic crisis and the skills shortage

Work integrated learning benefits for student career prospects - mixed mode analysis

“…These findings are in line with Gamble, Patrick and Peach (2010) and Gribble et al (2014) who posit that critical thinking and intellectual reflection occur when cognitive abilities are tested and tried in an authentic workplace environment.…”

“…The skills required for entry-level workplace practice are indeed not only learnt in the lecture room through cognitive processes, but also through exploring a combination of cultural competence, critical thinking and intellectual reflection that occur in any authentic globalised environment (Gribble et al 2014;Gamble, Patrick and Peach 2010). However, on the other hand, qualifications that are too vocationally focused may result in losing sight of the academic side of education.…”

Employability skill development in work-integrated learning: Barriers and best practice

“…WIL has developed into an important feature in higher education worldwide and one which is attracting significant funding for future growth (Abeysekera 2006). WIL is considered instrumental to graduate job-readiness (BIHECC 2007) by building student confidence in their workplace capabilities (Billet 2011a;Clinton and Thomas 2011); providing students with a better understanding of the nature and standard of industry-required skills (Gamble, Patrick and Peach 2010) and a better appreciation of the world-of-work (Wilton 2012). In particular, it is assumed to augment employability skill development in undergraduates (Yorke 2011); a significant aspect of any graduate employability model (see Dacre Pool and Sewell 2007) and one which continues to present challenges in higher education classrooms (Coll and Zegwaard 2006).…”

A Human Capital Evaluation of Graduates from the Faculty of Management Sciences Employability Skills in South Africa

“…In the United Kingdom, one-fifth of reported vacancies could not be filled due to lack of skills, as is the case in Malaysia where 70 percent of graduates were unemployed within six months of graduation (Omar et al, 2012). In India 25% of graduates were perceived as 'employable' and in China only 10% (Gamble, Patrick & Peach, 2010). Locally, it is estimated that there are nearly 600 000 unemployed university graduates, while 829 800 vacancies remained vacant due to skills shortages (Sharp, 2013).…”