Quality assurance and student work experience

Abstract

This article is based on the premise that owing to the substantial attention given to quality assurance and related initiatives in higher education in recent years, the management, and related practices involved, of student work experience will have improved. To investigate this hypothesis a comparative analysis of the findings of two major research projects, involving similar methods, into student work experience is undertaken. The two studies are discussed, criteria for comparative analysis are identified and key findings presented. This leads to the conclusion, that while there is evidence of substantial improvement in the probability of students gaining experience in the preparation of curricula vitae and of interview situations, little progress has been made in enhancing the realisation of the many other benefits attributable to student work experience. Recommendations to address the identified weaknesses in the system are proposed.

What Do Hospitality Students Find Important About Internships?

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What Do Hospitality Students Find Important About Internships?

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Do work placements improve final year academic performance or do high-calibre students choose to do work placements?

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Partnering for real world learning, sustainability, tourism education

“…Internationally, there has been a similar burgeoning. The suite of such learning-teaching engagements includes work-integrated learning (Seethamraju, 2012), work-based learning (Ramage, 2014), internships (Linn et al, 2004), practicum or practice-based learning (Shakespeare, 2010), real-life exercises (Ball, 1995), project-based learning (Blumenfeld et al, 1991), problem-based learning (Dale and Newman, 2005), service learning (Jamal et al, 2011), work experience (Leslie, 1999), profession-based learning (Jennings et al, 2007), and university-industry partnerships influencing university learning-teaching programs and employability outcomes (Jauhari, 2013). In Australia, the incorporation of real world learning-teaching engagements is also related to the Australian Qualifications Framework, (AQF), the national policy for regulating qualifications.…”

What Do Hospitality Students Find Important About Internships?

“……”

“……”

Do work placements improve final year academic performance or do high-calibre students choose to do work placements?

“……”

Partnering for real world learning, sustainability, tourism education

“…Internationally, there has been a similar burgeoning. The suite of such learning-teaching engagements includes work-integrated learning (Seethamraju, 2012), work-based learning (Ramage, 2014), internships (Linn et al, 2004), practicum or practice-based learning (Shakespeare, 2010), real-life exercises (Ball, 1995), project-based learning (Blumenfeld et al, 1991), problem-based learning (Dale and Newman, 2005), service learning (Jamal et al, 2011), work experience (Leslie, 1999), profession-based learning (Jennings et al, 2007), and university-industry partnerships influencing university learning-teaching programs and employability outcomes (Jauhari, 2013). In Australia, the incorporation of real world learning-teaching engagements is also related to the Australian Qualifications Framework, (AQF), the national policy for regulating qualifications.…”

What Do Hospitality Students Find Important About Internships?

“……”

“……”

Do work placements improve final year academic performance or do high-calibre students choose to do work placements?

“……”

Partnering for real world learning, sustainability, tourism education

“…Internationally, there has been a similar burgeoning. The suite of such learning-teaching engagements includes work-integrated learning (Seethamraju, 2012), work-based learning (Ramage, 2014), internships (Linn et al, 2004), practicum or practice-based learning (Shakespeare, 2010), real-life exercises (Ball, 1995), project-based learning (Blumenfeld et al, 1991), problem-based learning (Dale and Newman, 2005), service learning (Jamal et al, 2011), work experience (Leslie, 1999), profession-based learning (Jennings et al, 2007), and university-industry partnerships influencing university learning-teaching programs and employability outcomes (Jauhari, 2013). In Australia, the incorporation of real world learning-teaching engagements is also related to the Australian Qualifications Framework, (AQF), the national policy for regulating qualifications.…”