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dc.contributor.authorHarris-Reeves, Brooke
dc.contributor.authorMahoney, John
dc.date.accessioned2018-01-23T01:00:41Z
dc.date.available2018-01-23T01:00:41Z
dc.date.issued2017
dc.identifier.issn1038-4162
dc.identifier.doi10.1177/1038416217697974
dc.identifier.urihttp://hdl.handle.net/10072/354144
dc.description.abstractUniversities are attempting to respond to recent changes in the employment sector in order to ensure graduates are job ready. One approach for preparing students for the evolving employment sector is to expose them to work-integrated learning experiences during their undergraduate degree. Traditionally, work-integrated learning experiences have been offered toward the end of students’ degrees, but there might be value in offering such opportunities as students’ transition into university. The aim of this study was to explore the outcomes of brief work-integrated learning experiences on first-year university students. A series of paired samples t-tests showed significant differences in students’ (N = 28, Mage = 18.89 years) perceptions of employability and academic performance following exposure to 10-hours of job shadowing. The outcomes from the study suggest that students might benefit from work-integrated learning experiences in their foundation year of university. Implications for educators, universities, and the employment sector are highlighted.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSage Publications
dc.relation.ispartofpagefrom32
dc.relation.ispartofpageto37
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Career Development
dc.relation.ispartofvolume26
dc.subject.fieldofresearchMedical and Health Sciences not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchBusiness and Management
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode119999
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1503
dc.subject.fieldofresearchcode1701
dc.titleBrief Work-Integrated Learning Opportunities and First-Year University Students' Perceptions of Employability and Academic Performance
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Rehabilitation Sciences
gro.hasfulltextNo Full Text
gro.griffith.authorHarris-Reeves, Brooke E.


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