Bonnie Cord, Chris Sykes and Michael Clements
Higher education is seeking ways to close the perceived gap between employer's expectations of graduates and the current preparation these graduates receive. Experiential learning…
Abstract
Purpose
Higher education is seeking ways to close the perceived gap between employer's expectations of graduates and the current preparation these graduates receive. Experiential learning programs offer students one such opportunity to develop professionally and acquire generic workplace skills. This transition however, from the classroom to the workplace, can be a challenging process for students, and is the focus of this paper.
Design/methodology/approach
The paper discusses the importance of programs and their supervisors integrating “caring” into work placements. Several stages of the transition process are discussed before seven principles of a successful student transition are outlined.
Findings
This paper demonstrates how a beyond duty of care approach can be adopted in experiential learning programs through seven key principles.
Practical implications
It is anticipated that prioritizing a transition that enlarges the notion of student “care” and adoption of the seven key principles will narrow the perceived gap between employers and higher education's expectations of graduates.
Originality/value
While experiential learning programs involve three stakeholders, the literature has not yet recognised the importance of each of these roles in the students' progressional development in the workplace. This paper outlines these roles and identifies seven ways the approach can be incorportaed into the pratices of an expereintial learning program.
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Bonnie Cord and Michael D. Clements
This purpose of this paper is to present EOI as an mechanism for higher education to better prepare students for the ever changing workforce, a collaborative effort from higher…
Abstract
Purpose
This purpose of this paper is to present EOI as an mechanism for higher education to better prepare students for the ever changing workforce, a collaborative effort from higher education and organizations is needed to support the transition of students from the classroom into industry.
Design/methodology/approach
This viewpoint provides a mechanism to enhance the student outcomes from work related learning (WRL) programs, supported by student reflection. This paper presents one such WRL program that provides a vehicle for EOI to enhance student learning outcomes.
Findings
The positive learning outcomes through student reflection on their experience in the program endorses EOI as a mechanism for students' early professional development.
Practical implications
Involving organizations earlier in higher education transition programs enables both students and perspective employers to maximize opportunities for learning and development. Engaging organizations through EOI will ensure WRL programs better prepare students and manage their expectations for the workplace, leading to greater retention and outcomes of graduates entering the workplace, benefiting the student, higher education and employer.
Originality/value
This paper provides an approach to support students transitioning from higher education into the workforce by engaging with organizations early on in the students' professional education.
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Richard E. Bopp and Judyth Lessee
[1981 was proclaimed by the United Nations as the International Year of Disabled Persons. With the theme “Full Participation and Equality,” the IYDP sought both to promote total…
Abstract
[1981 was proclaimed by the United Nations as the International Year of Disabled Persons. With the theme “Full Participation and Equality,” the IYDP sought both to promote total participation of disabled persons in all aspects of life and to encourage society to help them function as integrated members of their communities. One purpose of proclaiming such a year, and one means of achieving its goals, is to inform and sensitize the public. The following bibliographies are presented with those purposes in mind.
Bonnie Juergens and Ruth Blake
NOTIS and DOBIS are both designed to be technically and functionally integrated. The online catalog is the heart of each system, and all functions interact with a single set of…
Abstract
NOTIS and DOBIS are both designed to be technically and functionally integrated. The online catalog is the heart of each system, and all functions interact with a single set of bibliographic files. Both systems are mutually dedicated to the use of similar equipment and standard IBM software products. Apart from these similarities, however, the two systems vary fundamentally in design, each reflecting its distinctive origins. NOTIS was developed in the United States at a time when MARC tape distribution service was already well established. DOBIS was developed in Europe, where machine‐readable bibliographic resource sharing had not yet been established. The design objectives of the two systems emerged logically from these environments.
Gabrielle A. Lloyd, Bonnie Amelia Dean, Michelle J. Eady, Conor West, Venkata Yanamandram, Tracey Moroney, Tracey Glover-Chambers and Nuala O'Donnell
Work-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL…
Abstract
Purpose
Work-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.
Design/methodology/approach
The study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.
Findings
Data suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.
Originality/value
Although WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.
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This study contributes to the literature on sexual harassment by explicitly modeling race as a significant predictor of sexual harassment in combination with gender and…
Abstract
This study contributes to the literature on sexual harassment by explicitly modeling race as a significant predictor of sexual harassment in combination with gender and occupation, rather than regarding each demographic characteristic (i.e. age, gender, race, marital status) as though experienced separately from all others. As represented in the larger literature on sexual harassment in the workplace, the female respondents in this study report more sexual harassment than men, though men do report sexual harassment. Moreover, the gender context (i.e., whether respondent’s occupation is predominantly female or male) of occupation makes a difference for both men and women. These results reveal that women are more likely to be reporting sexual harassment based upon demographic factors in the labor market and appear to be unaffected by labor force characteristics. The men, on the other hand, report more sexual harassment based upon occupational characteristics than demographic factors.
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Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way…
Abstract
Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.