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  • Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula

    Author(s)
    Smith, Calvin
    Worsfold, Kate
    Griffith University Author(s)
    Worsfold, Kate
    Smith, Calvin D.
    Year published
    2015
    Metadata
    Show full item record
    Abstract
    This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills - professional work-readiness, self- efficacy and team skills. Regression analyses emphasise the importance of the 'authenticity' of WIL placements for the development of these generic outcomes. Other curricula factors (alignment of learning activities and assessments with integrative learning, and the provision of supportive environments) also impact on generic outcomes. We explore three competing hypotheses for explaining the relationships between learning outcomes and authenticity on the one hand and ...
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    This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills - professional work-readiness, self- efficacy and team skills. Regression analyses emphasise the importance of the 'authenticity' of WIL placements for the development of these generic outcomes. Other curricula factors (alignment of learning activities and assessments with integrative learning, and the provision of supportive environments) also impact on generic outcomes. We explore three competing hypotheses for explaining the relationships between learning outcomes and authenticity on the one hand and the alignment of learning activities and assessments with integrative learning outcomes on the other: overlapping, proxy protective factor and mediation. We conclude that mediation is a plausible explanation for the observed relationships, based on an invocation of 'availability heuristics' and 'priming' to explain how these factors work together. Findings will have implications for the design and management of WIL curricula in universities.
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    Journal Title
    Studies in Higher Education
    Volume
    40
    Issue
    1
    DOI
    https://doi.org/10.1080/03075079.2013.806456
    Subject
    Education systems
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/60139
    Collection
    • Journal articles

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