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dc.contributor.authorFreudenberg, Brett
dc.contributor.authorBrimble, Mark
dc.contributor.authorCameron, Craig
dc.date.accessioned2017-05-03T11:38:37Z
dc.date.available2017-05-03T11:38:37Z
dc.date.issued2011
dc.date.modified2011-09-22T06:52:19Z
dc.identifier.issn11752882
dc.identifier.urihttp://hdl.handle.net/10072/40959
dc.description.abstractHigher education stakeholders have expressed growing concern about teaching and learning performance and outcomes in business education. The emerging gap between graduate attributes and what industry requires not only refers to the lack of employment readiness of students, but also their generic skills. One technique that can assist in improving students' development of generic skills is work-integrated learning (WIL). WIL presents a challenge both in its formation and implementation for an Australian higher education system characterised by limited resources, large and diverse student cohorts, and the ever-present 'publish or perish' paradigm that draws lecturers' attention away from teaching and learning activities. To address this concern, a professional development program (the 'PD Program') was developed. The PD Program is integrated into a business degree program and is designed to systematically develop students' learning, employment and generic skills, and supplement their theoretical studies. This article details the procedures that have been developed, and provides preliminary evidence on the impact of the first part of the PD Program on students' generic skill development over 12 months. It is argued that those students involved in the PD Program demonstrate significant gains in both their generic skills and associated recognition of the importance of generic skills development to their studies and professional lives compared to students who did not participate in the PD Program. These results highlight the potential gain for universities from investing the necessary resources to develop WIL opportunities for their students to assist in the development of generic skills.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent805073 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherAsia-Pacific Journal of Cooperative Education
dc.publisher.placeNew Zealand
dc.publisher.urihttp://www.apjce.org/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom79
dc.relation.ispartofpageto93
dc.relation.ispartofissue2
dc.relation.ispartofjournalAsia-Pacific Journal of Cooperative Education
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchVocational education and training curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390114
dc.subject.fieldofresearchcode3904
dc.titleWIL and generic skill development: The development of business students' generic skills through work-integrated learning
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.rights.copyright© 2011 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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorFreudenberg, Brett D.
gro.griffith.authorBrimble, Mark A.


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