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dc.contributor.authorSmith, Calvin
dc.contributor.authorWorsfold, Kate
dc.date.accessioned2017-10-31T12:31:34Z
dc.date.available2017-10-31T12:31:34Z
dc.date.issued2015
dc.identifier.issn0307-5079
dc.identifier.doi10.1080/03075079.2013.806456
dc.identifier.urihttp://hdl.handle.net/10072/60139
dc.description.abstractThis 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom22
dc.relation.ispartofpageto42
dc.relation.ispartofissue1
dc.relation.ispartofjournalStudies in Higher Education
dc.relation.ispartofvolume40
dc.rights.retentionY
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.titleUnpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Education
gro.date.issued2015-06-03T02:56:07Z
gro.hasfulltextNo Full Text
gro.griffith.authorWorsfold, Kate
gro.griffith.authorSmith, Calvin D.


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