Work-integrated learning builds student identification of employability skills: Utilizing a food literacy education strategy
Document Type
Journal Article
Publication Title
International Journal of Work-Integrated Learning
ISSN
25381032
Volume
21
Issue
1
First Page
63
Last Page
87
Publisher
New Zealand Association for Cooperative Education
School
School of Medical and Health Sciences / School of Science
RAS ID
30502
Abstract
© 2020 International Journal of Work-Integrated Learning. All rights reserved. Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points; 1) employability skills cluster matrix-self-assessment tool (ESCM-SAT), 2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; 3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p < 0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective.
Access Rights
free_to_read
Comments
Sambell, R., Devine, A., Lo, J., & Lawlis, T. (2020). Work-Integrated Learning Builds Student Identification of Employability Skills: Utilizing a Food Literacy Education Strategy. International Journal of Work-Integrated Learning, 21(1), 63-87. https://www.ijwil.org/