Want students to engage? Contextualise graduate learning outcomes and assess for employability

Jorre, Trina Jorre de St; Oliver, Beverley

doi:10.1080/07294360.2017.1339183

Cited by 109 publications

(58 citation statements)

References 25 publications

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“…Many universities now include some form of WIL experience in their curricula as a response to enhancing graduate employability (Rowe & Zegwaard, 2017;Sachs et al, 2016). The literature points to universities recogising WIL and its link to employability as a key strategic concern (Senadji, Boman, Allbutt, & Whelan, 2015;Oliver, 2015;Jorre de St Jorre & Oliver, 2018), especially at a time when the dramatic expansion of participation in higher education has led to concerns in the sector about graduate employability (Rayner & Papakonstantinou, 2015). For STEM, greater numbers of graduates, changing economic conditions and employment market characteristics have also seen increasing concern about employment prospects for graduates (Norton & Cakitaki, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is growing evidence that students want their degree to be strongly linked to 'industry-readiness' and for their program to provide career development support. Additionally, students would welcome greater involvement of industry/community in the design of their employability learning (Jorre de St Jorre & Oliver, 2018). While students will need support in approaching WIL and employability developmentas Collis (2010) notes, scaffolding will need to be put into place in order to initiate and support all three stakeholder groups involvedstudents, academic supervisors, and industry partners (p. 8).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Proximity is also a vital consideration in assessment design it refers to the degree to which an activity and its assessment occur in the workplace or with practitioners (Kaider et al, 2017). The case study by Jorre de St Jorre & Oliver (2018) highlights the way in which assessment should be used to ensure students are engaging with their employability learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As such, the study investigates the means by which assessment design could be revised to include an awareness of graduate capabilities important for science graduates, the enhancement of employability learning, and the inclusion of industry perspectives and current practices. Central to the study is the argument that science faculties, like all university disciplines today, need to encourage teaching teams to consider employability assessment in their assessment design (Jorre de St Jorre & Oliver, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Assessment-led reform: Creating a sustainable culture for WIL

Young

Palmer

Binek

et al. 2019

JTLGE

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This paper describes a process of assessment reform designed to enhance Work Integrated Learning (WIL) approaches for two science courses at an Australian university. The project used a mixed-method approach involving online surveys, interviews, focus groups and workshops to gather student, industry and course team knowledge and understanding of WIL approaches to curricula. The investigation centred on the perceived value of collaborating with industry to facilitate enhancements in authentic assessment and on the barriers to, and challenges in, achieving successful outcomes. The action-research project, WIL-on-Campus (WoC), found that assessments oriented toward the inclusion of authentic tasks and processes, that contribute to the employability learning and job-readiness of students, is deemed important to students, industry and academics. However, reforms to assessment practice and process are required. For greatest impact, this study found that assessment reform processes require two critical interdependent factors: the socialisation of the shared institutional value of embedded WIL approaches to assessment, and the provision of top-down support to enable academic course teams to implement the ‘imposed’ changes. Further to this, while academics viewed the changes in approach to assessment design as challenging, they also noted that a shift is timely and believed that a course-wide WIL approach is possible and advantageous.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment-led reform: Creating a sustainable culture for WIL

Young

Palmer

Binek

et al. 2019

JTLGE

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“…A further issue with the variety of learning gain definitions, as well as with the range of skills, knowledge, attitudes and values for which this gain may occur, is lack of clear understanding by students of what these are, can, or should be. Jorre de St Jorre and Oliver (2018) find that even when the language of capabilities (employed by some in the field) is abandoned for that of graduate learning outcomes, students are still unclear what they mean, and it is only the lens of employability skills that goes some way to clarify this. In qualitative work associated with this project, and contributing to the development of our conceptual framework (which report fully in Vermunt, Vignoles, & Ilie, 2016), we find that a majority of students are capable of articulating the set of skills, knowledge and competencies that they gain during higher education, but they do so in a variety of ways, and at various levels of engagement and intellectual depth.…”

Section: Definitions Of Learning Gainmentioning

confidence: 99%

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Vermunt

Ilie

Vignoles

2018

Higher Education Pedagogies

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In this paper, we set out the first step towards the measurement of learning gain in higher education by putting forward a conceptual framework for understanding learning gain that is relevant across disciplines. We then introduce the operationalisation of this conceptual framework into a new set of measurement tools. With the use of data from a large-scale survey of 11 English universities and over 4,500 students, we test the reliability and validity of the measurement instrument empirically. We find support in the data for the reliability of most of the measurement scales we put forward, as well as for the validity of the conceptual framework. Based on these results, we reflect on the conceptual framework and associated measurement tools in the context of at-scale deployment and the potential implications for policy and practice in higher education. ARTICLE HISTORY

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Exploring the alignment between Australian university graduate attributes and emotional intelligence competencies

Turner,

Gunasekara,

Yuan

et al. 2024

The Curriculum Journal

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Universities have an important role to play in developing 21st century competencies in graduates. Literature shows that Emotional Intelligence (EI) could be crucial in developing these graduate attributes. This study used an exploratory thematic analysis in which we integrate information from 40 Australian universities' websites that outline their respective vision for graduate attributes and discuss them in light of EI competencies. Our study revealed that Australian universities current graduate attributes align within eight themes: global citizenship and cultural competence, critical and creative thinking and problem‐solving, communication, ethical practice, collaboration, teamwork and leadership, lifelong learning, digital literacy and information literacy and self‐directed learning including self‐management and self‐awareness. A review of the published literature in each of these fields revealed that a well‐established alignment has been previously documented through research between each of the eight individual graduate attribute themes and EI. Therefore, we conclude that embedding discipline‐specific EI content and training in undergraduate and postgraduate courses may be an effective strategy to develop graduate attributes in students. This study was the first to examine whether developing higher education students' EI competencies would support their graduate attribute skill acquisition.

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Want students to engage? Contextualise graduate learning outcomes and assess for employability

Cited by 109 publications

References 25 publications

Assessment-led reform: Creating a sustainable culture for WIL

Assessment-led reform: Creating a sustainable culture for WIL

Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument

Exploring the alignment between Australian university graduate attributes and emotional intelligence competencies

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