Work-integrated learning builds student identification of employability skills: Utilizing a food literacy education strategy

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.

RAS ID

30502

Document Type

Journal Article

Date of Publication

1-1-2020

ISSN

25381032

Volume

21

Issue

1

School

School of Medical and Health Sciences / School of Science

Copyright

free_to_read

Publisher

New Zealand Association for Cooperative Education

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/

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