Learning Beyond the Classroom and Textbook: Client Projects’ Role in Helping Students Transition From School to Work

Kramer-Simpson, Elisabeth; Newmark, Julianne; Ford, Julie Dyke

doi:10.1109/tpc.2015.2423352

Cited by 15 publications

(12 citation statements)

References 10 publications

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“…9-10 cited in Pool andSewell, 2007, p. 279) may help HEIs overcome this deficiency. More recently, in addition to this, Kramer-Simpson et al (2015) have advocated "frequent, structured interactions with clients to better prepare students for the workplace" (np). This aligns with the call of Messum et al (2015) that "[c]loser partnership with HEIs through employment placements can facilitate student ES development and employment outcomes" (p. 34) as well as that of Raman and Gupta (2015) for "[c]ourses and curricula developed in conjunction with industry" (p. 28) and Xiaobing and Xin (2013) that "universities should cooperate closely with firms to provide a practice platform for students to improve their practice ability" (p. 32).…”

Section: Employability Training and Employmentmentioning

confidence: 99%

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Undergraduate employability training and employment: a UAE study

El-Temtamy

O'Neill

Midraj

2016

Higher Education, Skills and Work-Based Learning

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Purpose – The purpose of this paper is to investigate the link between female undergraduate student participation in a university-sponsored employment skills development program and employment post-graduation. Design/methodology/approach – From historical institutional data a random sample was analyzed using the logistic regression model. The main variable investigated was participation in the World of Work (WOW) program during undergraduate study. It was hypothesized that participation would contribute positively to the probability of employment after graduation. Findings – Grade point average at the time of graduation was also expected to have a positive relationship with employability. The study found that those who participated in the WOW program while undergraduates were more 6.7 times more likely to find post-graduate employment than non-participants. Research limitations/implications – Data were collected at a single institution as such findings may not be generalizable. Practical implications – This study provides support for the inclusion of employability training at the tertiary level and provides evidence to support resourcing such initiatives. Social implications – The study supports the development of work-ready, nationals and to supplying the UAE economy with needed human capital, in particular the goal of Emiratization. Originality/value – This study is of one of very few in the Arabian Gulf region to examine employability factors of university graduates.

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Section: Employability Training and Employmentmentioning

confidence: 99%

“…Service-learning Research shows that participation in service-learning client projects as part of credit bearing courses benefits students during internships and post-graduate employment (Baker and Henson, 2010;Cranmer, 2006;Kramer-Simpson et al, 2015).…”

Section: Heswbl 61mentioning

confidence: 99%

Undergraduate employability training and employment: a UAE study

El-Temtamy

O'Neill

Midraj

2016

Higher Education, Skills and Work-Based Learning

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“…From student feedback, observation, text analysis and transcribed interview data on student participation in client projects as preparation for internships, they determine that “client projects serve as an important first step for learning and particularly for becoming part of a community of practice by recognising an organisation’s values and goals” (p. 107). While acknowledging their results are limited to higher education work-integrated learning activities, and that including client perspectives and success measures would strengthen their results, Kramer-Simpson et al (2015) observe that participating in client projects supports the journey from newcomer to an experienced member of a community. Client projects also serve to “make knowledge transparent” (p. 121) and enable transfer of this knowing to the workplace.…”

Section: Opportunities For the Workplacementioning

confidence: 98%

“…The guidelines are framed as an agreement, with the programme comprised of mentoring, being entrusted with meaningful responsibilities, and formal training. Kramer-Simpson et al (2015) provide a community of practice alternative to the 70:20:10 model. From student feedback, observation, text analysis and transcribed interview data on student participation in client projects as preparation for internships, they determine that “client projects serve as an important first step for learning and particularly for becoming part of a community of practice by recognising an organisation’s values and goals” (p. 107).…”

Section: Opportunities For the Workplacementioning

confidence: 99%

Designing workplace induction programs to support the transition of new-career engineers to practice

Hawse

Wood

2019

HESWBL

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Purpose The purpose of this paper is to focus on transition of engineering graduates to work. It asks: “What approaches and enabling activities can organisational induction programs use to support successful transition to practice for new-career engineers?” Design/methodology/approach The paper is grounded in literature review; it discusses central themes in the literature relating to transition to the workplace for Science Technology Engineering Mathematics (STEM) graduates. These include: skills required for the workplace; challenging factors in the transition to workplace; and, disciplinary socialisation. Findings There is a lack of literature that explores the design of workplace induction programs to assist novice engineers transition to professional work. An emerging topic in the literature is educational institution and employing organisation co-production of induction and transition to work programs. Originality/value Much of the literature relating to transition to work programs is from higher education rather than from the viewpoint of the workplace. This review contributes to knowledge of transition to work for early-career engineers from the perspective of workplace development programs.

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“…We also observed students orienting to their future plans to turn their knowledge into business practice. Indeed, usage of real clients enables real learning ( Kramer-Simpson et al, 2015;Ramocki, 1987 ), in which students can successfully demonstrate their ability to apply theories and concepts into business practice ( Elam and Spotts, 2004;Roth and Smith, 2009 ).…”

Section: Knowledge Mobilisationmentioning

confidence: 99%

Work Integrated Learning in International Marketing: Student Insights

Scholz

Nguyen

2018

Australasian Marketing Journal

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This study explores students’ perspectives of live business projects, a form of experiential and work integrated learning, as an assessment component in an International Marketing course. Twenty-two focus groups were held with students participating in an international business plan competition organised at an Australian university. Using thematic analysis, we focus on three dominant themes typical of the focus group data: how live business projects prepared students for the future, how such projects motivated students to engage with and take pride in their work, and how the students linked the projects to the wider world outside of the university context. Live business projects might improve employability of graduates and engagement with course content, but students also indicated that the increased workload may be a source of stress. Educators should feel confident in the benefits of live business projects, but may also need consider how to ensure appropriate levels of work and responsibility on students and maintain the art of relationship management with industry partners.

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Learning Beyond the Classroom and Textbook: Client Projects’ Role in Helping Students Transition From School to Work

Cited by 15 publications

References 10 publications

Undergraduate employability training and employment: a UAE study

Undergraduate employability training and employment: a UAE study

Designing workplace induction programs to support the transition of new-career engineers to practice

Work Integrated Learning in International Marketing: Student Insights

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