“Languages in the workplace”: embedding employability in the foreign language undergraduate curriculum

Organ, Alison

doi:10.14705/rpnet.2017.innoconf2016.653

Cited by 2 publications

(4 citation statements)

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“…The fact that participation in WIL was conceived to improve the oratory abilities of students seems to cohere with Richmond et al's (2015) evidence on the potential of clinical practice (a form of WIL) to improve OT's communicative abilities such as self-introduction, building rapport and explaining the constitution of the OT discipline to clients. The same finding also mirrors Organ's (2017) finding on the impact of work placements on the transformation of English language learners' knowledge. His study reported that, upon completion of their placements, students had acquired fundamental work knowledge critical to their improved confidence and negotiation skills to work in other international educational contexts.…”

Section: Influence Of Work Integrated Learning On Space Management Knowledgesupporting

confidence: 81%

“…Work Integrated Learning describes 'the practice of combining traditional academic study or formal learning, with student exposure to the world-of-work in their chosen profession' (Jackson, 2015, p. 350). This academic practice is often hailed for fostering employability skills critical to student entry into the workforce (Jackson, 2015); leveraging career management competencies (Jackson & Wilton, 2016;Puncreobutr, Malee, & Somjate, 2016); improving student-teacher relationships, which improve student performance (Salm, Johner, & Luhanga, 2016); and improving self-reliance in complex work contexts (Organ, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

Rambe

2018

SA j. hum. resour. manag.

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Orientation: Work Integrated Learning (WIL) is often hailed for leveraging students’ swift and flexible adaptation to organisational work demands and accentuating the relevance of knowledge acquired in academic environments to work contexts. However, an inclusive view of WIL’s impact on students’ academic life, especially the broadening of their academic competences, is often occluded by a selective approach to WIL, which emphasises employers’ professional expectations and ignores the nature and process of competence development of students.Research purpose: To bridge the research gap created by employer-centred approaches, this study explores particular South African University of Technology (UoT) ‘students’ perceptions’ on the influence of WIL programmes on the broadening of Office Management and Technology (OMT) competencies (i.e. knowledge, skills and abilities).Motivation for the study: To promote an alternative approach to unravelling OMT competencies, which takes cognisance of the perceptions of students, who are the actual participants in WIL.Research design, approach and method: The study drew on a quantitative case study of 94 OMT students from the UoT’s two campuses who had been successfully placed at 20 organisations in South Africa.Main findings: The findings demonstrated that students’ participation in WIL enhanced their practical knowledge of space management, encouraged swift learning of work-based skills and abilities as well as facilitated the transfer of these competencies across a wide range of contexts, activities and tasks.Practical and managerial implications: The strong correlation between course organisation and WIL’s enhancement of space management knowledge, skills and abilities implies that educators and employers need to place more emphasis not just on their delivery methods but also on the selection and organisation of content, which is critical to such delivery.Recommendations: The study recommended the strengthening of the entire WIL conceptualisation and implementation process (i.e. content selection, content organisation, teaching modalities and computer-assisted delivery) and its delivery regime to ensure sustained improvement of student competencies.

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Section: Influence Of Work Integrated Learning On Space Management Knowledgesupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

Rambe

2018

SA j. hum. resour. manag.

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“…In a 2014 survey where over 2100 employers throughout the U.S. were included, 93% of the employers stated that they valued culturally competent employees (Damari, et al, 2017). With such a high value in multilingualism in the workforce, the findings suggested that more multilingual education is needed in order to sustain the demand for multilingual workers (Damari, et al, 2017, Organ, 2017. The recruitment and retention of world language teachers requires more empowerment and collaboration to produce motivation, recruitment, enrollment, and persistence (Burke, Ceo-DiFrancesco, 2022).…”

Section: Benefits Of Multilingualismmentioning

confidence: 99%

“…For this to be successful, there needs to be collaboration between the business community and the elementary and secondary education field (Rubin Damari, et al, 2017, Organ, 2017. Rubin Damari, et al (2017) stated that out of over 2100 employers, 66% of them responded that they intentionally look for candidates with foreign language skills, however, businesses still struggle in locating the candidates with such credentials (Rubin Damari, et al, 2017).…”

Section: Urgency For the Need Of Multilingual Educationmentioning

confidence: 99%

The development of a grades 5-12 world languages program: providing creative opportunities for all learners to develop multilingualism through interdisciplinary projects on learning

Correia

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God, He is my solid ground, my cornerstone and without him none of this would have been possible.Northeastern Faculty and Staff, thank you for all your support and expertise over the years. Special thank you to my DiP Advisor, Dr. Andy Anderson, thank you for everything over the course of my research, from your consistent guidance to not leaving a meeting until our anxieties were calmed, thank you! My fellow Northeastern doctoral friends, I am so proud of the amazing work you are all doing! I have enjoyed going through this journey with you all! Dr. Wendy Crocker, I simply could not have made the last stretch of this doctoral journey without you. You are a special educator and I aspire to be like you one day! Thank you for providing a space where we can all throw in our "tomatoes" to make an amazing "marinara sauce"! Our Northeastern Savages group, Dennis, Missy, Fatima, Lyn, John Goff, TJ, I honestly don't know how I did life before meeting you all, thank you for reminding me to keep it savage and not average, you are all amazing! My family and village; Mom, Jessica, Rad, Tia, Nuno, Elden & Helena, thank you for all your help with the girls, and for all your understanding, time, and love you have shown to the girls and me. Couldn't have completed this work without you all! Dad and Linda, thank you for your love and support. My girls, Gabriela, Milena, and Giovanna, thank you, girls, for your patience throughout these last two and a half years, the many times that I couldn't play a game or cuddle because of schoolwork or zoom meetings. I promise you that the many sacrifices will be worth it and the three of you are the driving force behind my motivation and determination for always wanting better. 4 Dedication PageThis dissertation is dedicated to my three daughters, Gabriela, Milena, and Giovanna. This work would not have been possible without many sacrificed "cuddle times" with my girls.Knowing that they are always watching, I hope that with this accomplishment, they realize that they can go after their passions and do whatever it takes to make their hopes and dreams happen.In addition, I would like to dedicate this to all my students; past, present, and future. The motivation behind this work is driven to serve the future of world language education and I hope that through this work, my girls and students can understand that anything is possible and that they too will follow what's in their hearts and contribute to making the world a little better with each step they take in doing so.

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“Languages in the workplace”: embedding employability in the foreign language undergraduate curriculum

Abstract: pdf Research at York St John (RaY) is an institutional repository. It supports the principles of open access by making the research outputs of the University available in digital form.

Cited by 2 publications

References 22 publications

Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

The development of a grades 5-12 world languages program: providing creative opportunities for all learners to develop multilingualism through interdisciplinary projects on learning

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