Combining quality work-integrated learning and career development learning through the use of the SOAR model to enhance employability
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This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and personalized learning experiences that have been designed utilizing the principles of the SOAR model (Self -awareness, Opportunity awareness, Aspirations, Results). Four students who completed both courses participated in semistructured interviews. Data was collected using thematic analysis of student responses. Results indicated that employability was enhanced as students developed realistic aspirations based on sound information and WIL experiences that can help achieve their personal career goals as they transition into the workforce. The courses provide a practical model for university academics and career development practitioners to work collaboratively. Importantly, they give students a competitive advantage, enabling them to become more proactive, confident and motivated in maximizing opportunities to manage their careers and lifelong learning.
Asia-Pacific Journal of Cooperative Education
© 2017 New Zealand Association for Cooperative Education. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Vocational Education and Training Curriculum and Pedagogy