Author Identifier
Elizabeth J. Cook: https://orcid.org/0000-0002-8406-4049
Ros Sambell: https://orcid.org/0000-0002-8799-3441
Document Type
Journal Article
Publication Title
International Journal of Work-Integrated Learning
Volume
26
Issue
2
Publisher
Work-Integrated Learning New Zealand
School
School of Medical and Health Sciences
RAS ID
78835
Abstract
As the world grapples with multiple challenges, workforces increasingly require university graduates who can navigate complexity to facilitate positive change. The relational employability framework (REF) is used by educators to help students develop an awareness of their human and more-than-human career interactions, contributions and possibilities, in addition to developing their foundational employability skills and attributes. This case study, situated in a third-year community nutrition unit at Edith Cowan University, explores how students applied the REF in their final written reflection assessment following a micro-placement. Eighteen students reflected on their micro-placement experience and developing relational employability using Gibbs’ reflective cycle. Codebook thematic analysis followed by a matrix coding query revealed students mainly incorporated elements of the REF in the ‘description’ and ‘feelings’ components of Gibbs’ reflective cycle, signifying a lack of deeper self-evaluation and action-oriented thinking. The REF did, however, help raise students’ awareness of their situatedness and effects on others (human and more-than-human). The implications of these findings for universities are discussed.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Comments
Cook, E. J., & Sambell, R. (2025). Exploring how nutrition students used the relational employability framework to reflect on their micro-placement experiences. International Journal of Work-Integrated Learning, 26(2), 249-273. https://www.ijwil.org/