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dc.contributor.authorHebblethwaite, Denisa
dc.contributor.authorAyling, Diana
dc.contributor.editorK.E. Zegwaard and K. Hoskyn
dc.date.accessioned2018-09-19T02:52:36Z
dc.date.available2018-09-19T02:52:36Z
dc.date.issued2018-04
dc.identifier.isbn9780473444341
dc.identifier.urihttps://hdl.handle.net/10652/4365
dc.description.abstractThere is growing recognition among tertiary education organisations (TEOs) of the importance and responsibility of transitioning students into the workplace. Previously, providing students with opportunities to gain real work experience and build ‘employability’, has been largely driven by policy makers and industry stakeholders (Cai, 2012), however, more recently, there has been added pressure from students themselves as they face a more competitive and changing job market (Jameson, Strudwick, Bond-Taylor, & Jones, 2012). Whether TEO’s are trying to meet their students’ demands, feel morally obligated to provide these skills, or are simply adhering to government policy, they are increasingly embedding work-integrated learning (WIL) experiences and professional development opportunities into the curriculum to enhance students’ ‘employability’ (Higher Education Academy, 2016) [...] AIMS: The overall aim of the study is to investigate the development of advocated employability skills during a WIL experience to inform future WIL curriculum development. The specific research objectives are to: (i) to identify advocated employability skills developed by students during a WIL experience; (ii) to determine the extent to which students’ experiences affect their perceptions of their employability. METHODS: The student cohort consisted of all students in the Industry Based Learning (IBL) course, a compulsory 30 credit course in the Bachelor of Business degree, at Unitec Institute of Technology during 2017. The students were required to write a 1500-word reflection on their WIL experience which formed part of an overall assessment of their achievements in a student portfolio. The research ethics were approved by the Unitec Research Ethics Committee and students voluntarily provided their student reflections following an invitation to participate in the study after completion of their course. RESULTS: The analysis of the identified references to employability skills revealed ‘communication’ as the skill students engaged with most frequently. Students engaged least with ‘willingness to learn’.en_NZ
dc.language.isoenen_NZ
dc.publisherNew Zealand Association for Cooperative Educationen_NZ
dc.relation.urihttp://nzace.ac.nz/2018-conference-waiheke-island/en_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectBachelor of Businessen_NZ
dc.subjectIndustry Based Learning (IBL)en_NZ
dc.subjectwork-integrated learning (WIL)en_NZ
dc.subjectemployabilityen_NZ
dc.subjectuniversity to work transitionen_NZ
dc.titleThe seven wonders of employabilityen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.date.updated2018-09-12T14:30:05Z
dc.subject.marsden130203 Economics, Business and Management Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationHebblethwaite, D.E., & Ayling, D. (2018). The seven wonders of employability. In K.E. Zegwaard and K. Hoskyn (Ed.), New Zealand Association of Cooperative Education 2018 Conference Proceedings (pp. 11-15). Retrieved from http://nzace.ac.nz/2018-conference-waiheke-island/en_NZ
unitec.publication.spage11en_NZ
unitec.publication.lpage15en_NZ
unitec.publication.titleFruit of the Vine: Change, Challenge and Opportunity for Learning 16th – 18th of April, 2018, Onetangi, Waiheke Island, New Zealanden_NZ
unitec.conference.titleNew Zealand Association of Cooperative Education 2018 Conference Proceedingsen_NZ
unitec.conference.orgNew Zealand Association for Cooperative Educationen_NZ
unitec.conference.locationOnetangi, Waiheke Island, New Zealanden_NZ
unitec.conference.sdate2018-04-16
unitec.conference.edate2018-04-18
unitec.peerreviewedyesen_NZ
unitec.identifier.roms62697en_NZ
unitec.identifier.roms63198


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