The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies  Programs in Canada

Tiessen, Rebecca; Grantham, Kate; Cameron, John

doi:10.7202/1057127ar

Cited by 7 publications

(5 citation statements)

References 16 publications

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“…On the latter, it is important for students to be given a multi-dimensional perspective across the range of real world situations that is unconstrained by any subject discipline and which is embedded in workplace practices (Spanjaard et al, 2018). Among the different kinds of workplace experiential learning, internship has been shown to have the highest correlation to career outcomes (Tiessen et al, 2018). In fact, a survey of employers in Hong Kong also indicates that apart from digital skills, internship experience is valued more than educational background (Hong Kong Business, 2022).…”

Section: Discussionmentioning

confidence: 99%

Driving the career readiness agenda in Hong Kong higher education

Chan

2023

Front. Educ.

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The concept of “career readiness” can trace its origin to earlier studies about learning and employability in higher education as well as management of student life cycle. Since then, career readiness has evolved into a major concern for public funders and regulators of higher education. Policy researchers contend that following the expansion of higher education and subsequent institutional commitment to ensuring student success, the current stage is about emphasizing employability as the primary indicator of graduate outcomes. This policy shift projects the university-employer interface into the spotlight and creates a favorable condition for promoting work-based experiential learning in higher education. While all postsecondary education institutions in Hong Kong give due regard to graduate employment as a measure of successful “university to work transition,” most of them however do not offer structured courses to train their students in skills for lifetime employability. This leads to the question of whether the status quo is desirable and what would be an effective lever for effecting change. Should coaching students for career readiness remain the responsibility of career development office or can academic staff also have a role to play in supporting it? What are the different approaches for teaching about “work life” in the crowded undergraduate curriculum space? Answers to the above would depend on how much the higher education sector in Hong Kong is prepared to embark on a “whole-of-life” approach to develop “work conscious” and not just “work ready” graduates. The new direction will help to generate a positive effect on higher education institutions in Hong Kong for them to compete through curricular and pedagogical innovations in support of the career-readiness agenda.

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Section: Discussionmentioning

confidence: 99%

Driving the career readiness agenda in Hong Kong higher education

Chan

2023

Front. Educ.

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“…The rising importance of student employability and the idea of students as fellow researchers relate strongly to each other as well as to GCED. As regards employability, Tiessen et al (2018) explore the student perceptions of several experiential learning opportunities, including GCED, highlighting that students regard their employability to be enhanced through the acquisition of applied, real-world knowledge, new skill sets (including the research, communication and teamworking skills outlined below) and influential networks.…”

Section: Changing Priorities In Higher Educationmentioning

confidence: 99%

Teaching Global Citizenship: The Global Leadership Initiative, its Impact and Challenges

et al. 2021

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In 2015, as part of the University of Sheffield's strategic commitment to innovation in its approaches to internationalization, as well as recognition of both the importance of student employability and growing opportunities in student‐led research, the Faculty of Social Sciences established a unique learning and research initiative in the shape of the Global Leadership Initiative as part of the Global Learning Opportunities in the Social Sciences programme. Its mission reflects both a desire to develop Social Sciences students as global citizens with an international outlook and a belief that staff and students can, and should, collaborate as partners in research. To this end, these initiatives have provided students, who would not normally have the opportunity, with the means to blend an international experience into their studies and understand the Social Sciences in this context. At the same time, they have sought to provide students in the Faculty with a unique Social Sciences research‐based opportunity that will enhance their employability. This article outlines the development of these Global Citizenship Education initiatives before exploring the pedagogical benefits and challenges of the programme from an academic and student perspective based on semi‐structured interviews, surveys and student evaluations.

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“…Our process led to the broad agreement that global engagement is the bringing together of multiple ideas, strategies and perspectives with the goal of improving communities through reciprocal learning. 'Global engagement' means engaging with individuals, communities and institutions beyond our institution's borders, with the aim of increasing wellbeing and the fair distribution of benefits resulting there from such activities, a position aligned with the fundamental aims of international development (Tiessen, Grantham, et al, 2018). While this perspective presupposes that all countries are in the process of development, and can therefore learn from one another, this use of 'global' does not negate the unequal distribution of Global South/North resources identified in relation to research and/or student mobilisation efforts.…”

Section: Tracing the Boundaries Of 'Engagement' In Contextmentioning

confidence: 99%

What do we mean by critical and ethical global engagement? Questions from a research partnership between universities in Canada and Rwanda

Canas

Gough

Smith

et al. 2021

Global Public Health

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Languagethe words we usecan play a key role in enabling or limiting transformation of inequalities in the field of global health. At the same time, given the interdisciplinary, intersectoral, and international nature of much global health work, intended meanings, commitments, and underlying values for words used cannot be taken for granted. This commentary sets out to clarify, and in this manner render available for further discussion and debate, the phrase 'critical and ethical global engagement' (CEGE). It derives from discussions between scholars and partners in research, education, and healthcare practice based at one Canadian and two Rwanda institutions. Initially, our aim was to conceptualise the term 'critical and ethical global engagement' in order to guide our own practices. As the complexity of the values, commitments, and considerations underlying our use of this phrase emerged, however, we realised these discussions merited being captured and shared, to facilitate further exploration and exchange on this phrase.

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The Relationship Between Experiential Learning and Career Outcomes for Alumni of International Development Studies Programs in Canada

Cited by 7 publications

References 16 publications

Driving the career readiness agenda in Hong Kong higher education

Driving the career readiness agenda in Hong Kong higher education

Teaching Global Citizenship: The Global Leadership Initiative, its Impact and Challenges

What do we mean by critical and ethical global engagement? Questions from a research partnership between universities in Canada and Rwanda

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