ORCID Profile
0000-0002-9858-1506
Current Organisation
University of New England
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Publisher: Deakin University
Date: 13-04-2023
DOI: 10.21153/JTLGE2023VOL14NO1ART1654
Abstract: Most students acknowledge shared responsibility, with the university, for their employability development. Many academics use assessments as the main driver for motivating students to learn. At the intersection between employability, assessment and learning, the emergent research question is - what are the mechanisms by which course-based employability is fostered? Prior research reveals that although academics identified course-based assessment as the key employability mechanism, neither students nor employers registered this conceptualisation, and thus purpose of assessment. The aim of this research was to stimulate and communicate the direct connection between assessment and employability to students and interpret their response. Over 100 first-year students, across a metropolitan and regional Australian university, participated. Students were directed to use a simple reflective tool, dubbed iASK by the researchers, that probed employability elements of identity, Attributes, Skills, and Knowledge. The research revealed the resulting student view that regular course-based assessment can develop their employability skills in communication and independence, but not in critical thinking and global citizenship.
Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART849
Abstract: This special issue was produced by the TEN-STARS network, an international network of tertiary staff, students, graduates and employers dedicated to furthering research and practice related to graduate employability. The Employability Network, was formed at the 2018 STARS conference (www.unistars.org) in response to shared interests that are very much aligned to those of the Journal of Learning and Teaching for Graduate Employability. It is therefore with great pleasure that we introduce the Journal’s first special issue, which is also the network’s first collaborative output.The first issue of the Journal of Teaching and Learning for Graduate Employability was published in 2010, ‘as a forum for fostering interdisciplinary dialogue among researchers, teacher scholars, careers staff and industry and professional practitioners concerned about graduate employability’ (Quin, 2010). Almost ten years on, dialogue among those key stakeholders is no less important, and assuring graduate employability remains a challenge that spans international contexts. In fact, with growing global uncertainty related to rapid technological developments and the changing world of work, alongside other equally concerning social and political disruptions, the preparation of graduates to face uncertainty in and beyond the workforce is arguably more important than ever (Oliver & Jorre de St Jorre, 2018). Fortunately, thanks to the dedication of many, and platforms such as this Journal, there is now an expansive and growing body of research and evidence based practice that can be drawn upon - to design, question, and redesign - teaching and learning for graduate employability.Universities and academics are often at the centre of discourse about graduate employability, but in reality, concerns and responsibilities are shared more broadly amongst: leaders of tertiary institutions (university and non-university providers) academics in and beyond traditional faculty roles and other staff who contribute to the student experience and graduate outcomes through erse roles (such as those that contribute to career learning services, learning design, and student support, to name just a few). Students, graduates, employers and professional associations, as well as government and quality assurance agencies, are also key stakeholders, whose influence and perspectives are essential to developing effective strategies (Kinash, Crane, Judd, & Knight, 2015 Kinash, et al., 2015). With this in mind, the TEN-STARS network was convened by Professor Shelley Kinash, to encourage and support collaboration between all those interested in continuing to discuss, inform, and influence graduate employability. This special issue, was conceived as a way of sharing some of the network’s erse and collective expertise with a broader audience, who are also invited to become part of our network (tenstars.graduateemployability.com/).All of the papers in this TEN STARS Special Issue are empirical, theoretically grounded and richly informed by the growing body of published employability literature. The roles and experience of our contributing authors are erse, as are their research questions, methods and methodologies. However, all of the inquiries shared have been designed to impact graduate employability, so they are all contextualised to tertiary education, and provide recommendations for further research and efficacious practice related to learning and teaching for employability. Importantly, none of the approaches examined are bolt-ons (requiring already busy students to do more). Rather, authors have focussed on deeply considered approaches to designing and refining the tertiary educational experience, so that employability and careers perspectives are embedded in the student learning experience, and deeply contextualised to disciplines.
Publisher: Informa UK Limited
Date: 06-09-2018
Publisher: Informa UK Limited
Date: 24-02-2016
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 12-12-2021
DOI: 10.53761/1.18.8.2
Abstract: Through an autoethnographic account of a university career journey, this paper addresses ten key themes in higher education. These are the ten principles which matter most in education. Attending to the quality of these elements will ensure that the vast majority of students have an excellent experience and that by virtue of completing their education, graduates will have the foundations they require to achieve their career goals. High quality universities keep the focus on their students, and students are welcomed and encouraged as agentic, contributing citizens, who will lead communities forward through graduate careers. The student experience is streamlined, minimising expectations of students beyond their coursework. Whereas the educators make or break the experience for the students, there are numerous other education-focussed staff roles in universities and staff must work in-concert. Universities must continue to apply digital innovation to improve processes such that student experience mechanisms, such as enrolment, are efficient and user-friendly, so that students can expend their cognitive energies on learning rather than navigating convoluted processes. One size does not fit all and university education must be delivered in ways which meet the needs and expectations of erse student cohorts, and personalised in bespoke and supported ways for in idual students. Universities seek to enhance and continuously improve student experience, engagement and retention.
Publisher: Informa UK Limited
Date: 06-2011
Publisher: Deakin University
Date: 03-05-2019
DOI: 10.21153/JTLGE2019VOL10NO1ART786
Abstract: Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.
Start Date: 2015
End Date: 2016
Funder: Office for Learning and Teaching
View Funded ActivityStart Date: 2014
End Date: 2015
Funder: Office for Learning and Teaching
View Funded ActivityStart Date: 2010
End Date: 2011
Funder: Office for Learning and Teaching
View Funded ActivityStart Date: 2013
End Date: 2015
Funder: Office for Learning and Teaching
View Funded Activity