Document Type

Journal Article

Publication Title

Teaching in Higher Education

Publisher

Taylor & Francis

School

School of Business and Law

RAS ID

32500

Funders

Australian Business Deans Council

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in TEACHING IN HIGHER EDUCATION on 26/12/2020, available online: http://www.tandfonline.com/10.1080/13562517.2020.1863348.

Jackson, D., Riebe, L., Meek, S., Ogilvie, M., Kuilboer, A., Murphy, L., ... Brock, M. (2023). Using an industry-aligned capabilities framework to effectively assess student performance in non-accredited work-integrated learning contexts. Teaching in Higher Education, 28(4), 802-821. https://doi.org/10.1080/13562517.2020.1863348

Abstract

This study recognises how Industry 4.0 is influencing labour market demands of graduating students and how ongoing discord between employers and educators regarding their preparation is driving work-integrated learning across the sector. Stakeholder involvement in capability development requires expected performance standards to benchmark students for learning and assessment purposes, especially in non-accredited contexts which lack defined standards of competency. Industry stakeholders were engaged to review, validate and extend an established capabilities framework to reflect mega-trends posed by contemporary work and to define dimensions of standardised assessment for the purpose of work-integrated learning. Findings highlighted the need for graduates that are digitally literate, resilient, adaptable, and able to collaborate and communicate with others from diverse backgrounds in virtual and face-to-face settings. The resultant framework provides specific, clear and measurable behaviours that reflect industry expectations of graduating students, translating to authentic assessment criteria for multi-stakeholder evaluation of student performance during work-integrated learning.

DOI

10.1080/13562517.2020.1863348

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