pathway for student self-development: a learning ... · the faculty’s needs are met through...

Australian Journal of Adult Learning Volume 50, Number 2, July 2010

Pathway for student self-development: A learning orientated internship approach

Bonnie Cord and Mike ClementsFaculty of Commerce

University of Wollongong

Higher education is facing new challenges in preparing students for the workforce. As demands increase for students to differentiate themselves when seeking employment, it becomes necessary for higher education and vocational providers not only to understand these challenges, but also to provide a pathway for students to develop the skills necessary to become sought-after employees. This paper presents a learning orientated internship approach as one such pathway that aims to provide students, as adult learners, with the opportunity to apply their knowledge and gain new skills in a work context. The paper provides insight into students self-reported learning outcomes after undertaking the learning orientated internship program. Preliminary findings reveal that communication, interpersonal skills and personal insights are common areas of self-development through this program.

288 Bonnie Cord and Mike Clements

Introduction

Preparingstudentsforthechallengesofindustryisacentralroleforhighereducation.Industry,however,isseekinganewbreedofstudent(Nicholas2009),onethatcandifferentiatethemselvesfrompeersbybeingabletoengagewiththeorganisation,thecommunityandtheworld.Highereducationmustunderstandthesechallengesandprovideasupportivetransitionintotheworkforcebyfostering

thenecessarylearningtocompeteinthemarketplace.

Astheworkplaceevolves,therearesignificantinfluenceswhichgovernandshapetheneedtoprovideapathwayforourstudents.Withglobalizationandincreasinginternationalcompetition(Carnoy2002),thereispressureonorganisationstoinnovatefordifferentiationandmanagetheadaptationtochangeeffectively.Greateremphasisisbeingplacedonknowledgecreation(Gow&McDonald2000)andtechnologicalinnovation(Castells2000)fororganisationalcompetitiveness.Thereismoredemandnowonindividualsandtheirsocialandeconomiclives(Moreland2005).Asmanyorganisationsbecomeawareoftheirsocialandethicalresponsibilities,pressureisbeingplacedongraduatestonotonlyhavejob-relatedskillsbutanawarenessoftheenvironment,ethicsandthecommunity(Jackson2009a).Employersarealsoplacinggreateremphasisongraduateswhoare‘workready’.Softskillsarebecominghighlysoughtafterqualities,movingawayfromcompetency-basedrecruitmentdecisionstowardstheabilitytoeffectivelycommunicate,interactandempathisewithclientneeds(Hodges&Burchell2003).

Inpresentingourcaseforapathwayfortransitioningstudentsintotheworkplace,webeginbydiscussingworkplacelearningthroughsoftskillsandlearningframeworks.Awork-relatedlearningprogramisthenpresented,asonesuchpathwayforpreparingstudentsforindustry.Wethenpresentourfindingsfromanalysingstudents’self-reportedsoftskillsthroughtheprogramandoffersupportfor

Pathway for student self-development 289

highereducationtoengagewithindustryinadualefforttopreparegraduateswhoarereadyfortheworkplace.

Learning in the workplace

Learningsoftskillsisimportantforprofessionalandorganisationalsuccess.Softskillsareofteninterchangedwiththeterm‘genericskills’,orcontrastedwithhard,technicalskillsanddiscipline-specificskills.Thedefinitionof‘softskills’includescommunicationskills(Stovall&Stovall2009),interpersonalskillsandelementsofpersonalcharacteristicssuchasemotionsandvalues(Kohler2004).Softskillshavebeenlinkedtoemployability(Stovall&Stovall2004),expectationsofindustryandprofessionalbodies(Jackson2009b,Murphy&Calway2008)andaccordingtoGoleman(1995)softskillscanbeattributedtoanindividual’ssuccessorfailuremoresothantechnicalskillsorintelligence.Thedevelopmentoftheseskillspriortograduationcanthereforebecriticalinthepreparationofstudentsfortheworkforce.

Learningframeworkssuchaswork-basedlearning(WBL),work-integratedlearning(WIL)andwork-relatedlearning(WRL)arebecomingleadingmechanismsforstudentlearninginaworkcontext.WBLislearningthroughpaidorunpaidworkbyapplyingknowledgewhileatahighereducationlevel(Gray2001)butspecificallyfocusedontheacademic-prescribedlearningoutcomes(Moreland2005).SoftskillsmaybelearntthroughWBL;however,theprimaryfocusisnotonpersonaldevelopmentorworkplacelearningtechniques.

WILencompassesallvocationalandhighereducationactivitieswhicharedirectlylinkedtoanenrolledprogramandcentresonintegratinglearningandpractice(Bohloko&Mahlomaholo2008).WILissimilartoWRLinthatitallowsstudentstodevelopessentialskillssuchascommunicationandproblem-solving,whileapplyingclassroomlearntknowledge.However,whilesoftskillsmayalsobedevelopedthrough


WILinitiatives,whatdifferentiatesWRLpracticesisreflectivepracticeandlifelonglearning.

Reflectioniscriticaltoprofessionaldevelopmentandlearningfromexperiences.Usedinhighereducation,reflectiveassessmentsinthewrittenform(suchasajournal)canbeusedtoreinforcelearning(Beck&Halim2008)andmeetacademicrequirements.Reflectionallowsstudentstoidentifylinksbetweentheoryandpractice,aswellasuncoverotherissuesthatconcernorpuzzlethem(Gray2007).Reflectiveassignmentsprovidestudentsanavenuetosupporttheirlearningbytransformingtacitknowledgeintoexplicit,codifiedknowledgetobesharedwithothersandtoinformfuturedecisions.WRLfostersstudentlearningthroughreflectivetechniques(Bockbank,McGill&Beech2002)andpromoteshigherordermetacognitiveskills,suchasjudgment(Hager2000)forself-managedlearning.

WRLisintendedtoenhancethestudent’sabilitytoengageinworkinglifeandemployability,includinglearningthroughtheexperienceofwork(QualityandCurriculumAuthority2003).Whiletraditional,work-orientedframeworksseemtofocusontheperson-jobfit,WRLactivitiesplaceemphasisonthedevelopmentofthegraduatetobetterfitthechangingeconomicsituation,societaldevelopmentsandtheevolvingjobmarket(Moreland2005).SuccessfulWRLpromoteslearningacrossthelifespan(Moreland2005),andthereforeencouragingstudentsinhighereducationtoadopttheprinciplesoflifelonglearningisincreasinglyimportantinordertocapturethese

learningskillsthroughouttheiradultlives.

WRLprogramsengagestudentsattheearlystagesoftheiradultlearninglives.Duetothechanginghighereducationpopulation,studentsareincreasinglybeingconsideredasadultlearnersbecausetheyareeitheradults‘biologically,legally,sociallyorpsychologically’(Benson2006:339).Thedegreeofautonomyandself-directionexperiencedinhighereducationalsoreflectsqualitiesofanadult


learner(Benson2006).AWRLprogramthatpromoteslifelonglearningandaddressestheneedtobettertransitionstudentsinto

industryispresentedhere.

Learning orientated internship approach

TheCommerceInternshipProgram(CIP)attheUniversityofWollongongisanundergraduateprogramthatprovidesapathwayforstudentstoengagewithindustry.AlignedwiththeperspectivesofWRL,thisprogramadoptsalearning-orientated,pedagogicalapproachinthatithasacorefocusonstudentlearning.BoudandFalchikov(2007)arguethatforegroundinglearningandpromotingtheimportanceoflearningbeyonduniversityismissinginthediscourseofhighereducation.

StudentlearningissupportedandenhancedthroughseveralkeyfeaturesoftheCIPprogram.Firstly,theprogramoffersanindustryenvironmentsuitedtopractice.Thismeansensuringthattheenvironmentmeetstheneedsofallpartiesinvolved,tobestallowstudentstopractisetheirskillsandknowledge.Secondly,astheprogramisembeddedinasubject,theprogrampromotesanassessmentframeworkfocusedonlearning.Theassessmentdrawsstudents’attentiontogenericworkplaceareassuchasteamwork,cultureanddifferentwaysofthinking,throughreflection.Detailsontheassessmentarepresentedfurtherinthissection.Lastly,theCIPprogramaffordsasupportivetransitionintotheworkplace.Allstudentsareprovidedsupportfromtheprogramintheformofregularcontact,includingworkplacevisits.Studentsarealsoallocatedamentorwithintheworkplacetonurturetheirdevelopment.

Withstudentlearningattheheartofourpedagogicalapproach,theCIPframework(Clements2009)wasfurtherbuiltonmeetingtheneedsofitsstakeholders;thehostorganisation,thefacultyandthestudent.AccordingtoJackson(2009a),highereducationmustplayamoreactiveroleinunderstandingtheinterestsofourstakeholders.


Subsequently,thisprogramwasdesignedinconjunctionwithdiscussionsfromindustrywhichidentifiedaneedforaflexibleandresource-effectiveprogramthatmadearealbusinesscontribution.Forthisreason,CIPisashort,16-dayplacement,conductedduringsession.Theplacementdescriptionisbasedontheneedsofthehostorganisation,asistheselectionofthestudent.Onesemesterbeforetheplacement,hostorganisationssubmitadescriptionoftherolewhilestudentsapplyfortheprogramthroughanonlineapplicationsystemwithacoverletterandresumedirectlytothefaculty.Afterashort-listingprocesswithfacultyacademics,thehostorganisationisinvitedtointerviewthreestudentsfromwhomtheymaketheirselection.Theplacementcanbeconductedanytimeduringthefollowingsemester.

Thefaculty’sneedsaremetthroughfosteringcommunitypartnershipsandcontributingtograduatedevelopment.Thefacultyengageswithorganisationsbyprovidingknowledge-filledgraduatesaswellaspotentialcollaborationforfutureresearchopportunities.Quality,flexibilityandsustainabilityarekeyattributesdrivingtheprogram.Studentsareprovidedwithasupportivetransitionintoindustrythroughaninitialpre-placementmeetingatthehostorganisation’spremiseswiththecoordinatorandworkplacementor.Thismeetingorientsthestudentwiththeorganisationanddiscussestheirroleinfurtherdepth.Atthistime,formalagreementsaresignedbytheorganisationandbythestudent,outlininglegalobligations,suchasIP,insuranceandconfidentiality.Throughouttheplacement,studentsandcoordinatorremainincontactthroughemails,text

messagesandplacementvisitations.

Theneedsofstudentsarealsometthroughthisthreetieredstakeholdermodel.Theinternshipfitsintotheuniversitysemester,qualifiesforsixcreditpointsandexposesthemtoreal-lifebusinesschallengesandoperationsthroughparticipatinginorganisedandindependentlearningactivities.Asentryintotheprogramisbasedon


industryselection,theprogramisopentoallsecondandthirdyearstudentsstudyinganundergraduateBachelorofCommercedegree.Thisisdifferentfromthetraditionalapprenticeschemeorworkexperiencemodel,duetothefocusbeingdrawnawayfromdevelopingjob-relatedcompetenciestoaWRLperspectiveofdevelopingthegraduatefortheworkplace.

CIPisdesignedtopreparestudentsfortheworkplacebyenablingthemtodevelopreflectiveskillstoencouragelifelonglearning.Tobepreparedfortheworkforce,‘studentsneedtodeveloptheirownrepertoireofassessment-relatedpracticesthattheywillbeabletousewhenconfrontedwithlearningchallengesthroughouttheirworkinglives’(Boud&Falchikov2007:5).Therefore,inadditiontothepracticalcomponent,theprogramisembeddedinathirdyearelectivesubjectandutilisesacombinationofface-to-faceandonlinemediumstoassessandpreparestudents.Allassessmentsaresubmittedonlinethroughane-learningforum.Assessmentsincludeadailye-log,fourmodules:workplaceenvironment,teamwork,creativeandcriticalthinking,andareflectivejournal.E-logsareduetheMondayafteraninternshipday,thisbeingatimelyandflexibleassessmentmethodtomonitorstudents’activities,providesupportandofferfeedbackon

theirreflectivetechniques.

Theaimofthisresearchwastoexplorestudents’self-reportedlearningoutcomesanddevelopmentthroughreflectionatthecompletionofCIP.Itwasassumedthatstudentswouldhavedevelopedskillsrelatingtotheirdiscipline-specificknowledgeastheirplacementrolewasselectedtobethatoftheirdiscipline.Giventhatexperiencesandtheleveloflearningwilldifferbetweenstudents,thegoalofthisstudywastoinvestigateandidentifythecommonthemesamongststudentperceptionspertainingtotheirsofterskills,whicharethosenotconcernedwiththeirdisciplineinpractice.Insummary,thispaperthereforeinvestigatesthesofterskillsdevelopedthrough


aprogramthathasakeyfocusonstakeholderneeds,flexibilityand

reflectivelearning.

Method

Data Collection.Students’reflectionsfromCIPwereexaminedandselectedduetotheirusefulnessingatheringrichinsightsintotheunderlyingdimensionsofworkpractice(Clegg2000).Dataweregatheredintwostages:first,reflectivejournalswereanalysed,andsecond,semi-structuredinterviewswereconducted.Thereflectivejournalisaculminationofthee-logssubmittedatthecompletionoftheirplacementandallowsthestudenttotakeastepbackandreflectontheirinternshipasawhole.Thereflectivejournalrequiresstudentstorespondtosixopen-endedquestionsorstatements.Studentswereaskedto‘drawonwhatyouhaveexperiencedduringyourtimeonworkplacementtoreflectonyourlearning’.Threequestionswereeliminatedfromthisanalysisastheyweredescriptiveinnature,outliningthestudent’sroleandorganisationalstructure,orspecifictothetransferofdisciplineknowledge.Thestatementsanalysedinthiscaseincluded:

1. Identifyspecificskillsyoudevelopedduringyourplacement.2. Identifywhatyouhavelearntfromapersonalperspective,during

yourinternshipplacement,includingthepossibleidentificationofstrengthsandareasinneedofimprovement.

3. Reflectonyouroverallexperienceanddiscusshowthismightinformyourfutureuniversitystudiesorprogressionintoyourchosencareer.

Studentswerealsoinvitedtoparticipateinsemi-structuredinterviews.Theseinterviewsaimedtoprobeandclarifyresponses(Aakeret al.2005),toallowstudentstofurtherelaborateonthekeythemesandtovalidatetheanalysisfromthereflectivejournals.Duringtheinterviews,thesamethreestatementswereusedasguides;


however,theauthorssoughtclarificationandtheopportunityto

revealfurtherinsightsintothethemesuncoveredfromthejournals.

Sample.Aconveniencesampleof28studentsenrolledintheCommerceInternshipProgramattheUniversityofWollongongwasinvitedtoparticipateintheresearch.Ofthe28students,17werefemaleand11male,twoofthesewereinternationalstudentsandonlyoneidentifiedthemselvesasamature-agedstudent.ThesestudentswereallundertakingCommercemajors,with12studentsinmarketingroles,sixstudentsinmanagementpositions,fourstudentsinaccounting,threestudentsinfinanceandthreestudentsineconomics.Therolesundertakenbythestudentswerediverseandbasedontherequirementoftheorganization,howevermaybeidentifiedasrolesthatagraduateorentrylevelprofessionalwouldundertake.Theplacementsalsovariedgiventheorganisationaltype:10placementswereatlocalsmallandmediumenterprises(SMEs),sevenwereinnationalorinternationalbusinesses,sixwereatlocalgovernments,andfivewereinnot-for-profitorganisations.Intotal,all28studentsprovidedtheirreflectivejournaltobeanalysedandagreedtoparticipateinaninterview.

Analysis.Reflectivejournalswerethefocusfordataanalysisastheseprovidedrich,self-reportedinsightsintotheirpracticallearningexperience(Smithet al.2007).Resultsfromthesemi-structuredinterviewswereusedtofurtherrevealandclarifykeythemeswhichemergedfromtheanalysis.Reflectivejournalswerecodedindividuallyforkeyterms,expressionsorphrases.Thistechniqueisknownas‘opencoding’(Strauss&Corbin1998:32)andhasbeenemployedintheanalysisofopen-endedquestionnairestorevealcommonthemes(Yanamandram&Noble2005).Anexternalthirdpartyalsocodedthedata,tominimisetheriskofoverlookingimportantconcepts(Walter2006).Thetwoauthorsandtheindependentresearcherfollowedtheprocessofinter-raterreliabilityinqualitativeresearchwherebythedatasetwasindependently


coded,thencollectivelycomparedforagreementtouncovercommonthemes(Armstronget al.1997).Firstly,reappearinganalogouscategoriesorkeytermswereplacedintosub-themesasidentifiedbytheresearchers,thensecondly,thesesub-themesweregroupedintolargerkeythemesbasedontheircommonalitiesandjudgmentbytheresearchers.Theauthorsdiscussedandresolvedanyconcerningexpressionsbyconsideringthemeaninginthegivencontext,toreach

agreementonthethemesthathademergedinthedata.

Findings

Threekeythemesemergedasaresultoftheanalysis:communicationskills,peopleskillsandpersonalinsights.Furthertothediscoveryofthesethreekeythemes,itwasrevealedthatthedegreetowhichstudentsself-reportedthesethemeslendsitselftotheidentificationofthreedimensions:self-assurance,self-improvementandself-awareness.Thefirstdimension,self-assurance,denotesownershipofthebelieforskilltowhichthestudentisreferring.Forexample,iftheidentifiedskillwaslistening,thecommentobservedwouldbe‘Iamagreatlistener’.Theseconddimensionisself-improvement,whichsuggeststhestudentrecognisesthedevelopment,improvementorgrowthofabelieforskill.Anexampleofself-improvementwouldbe‘Ihaveimprovedmylisteningskills’.Thefinaldimensionisself-awareness,whichimpliesrecognitiononthepartofthestudentoftheneedtoimprovethebelieforskill.Inthisinstance,anexamplewouldbe‘Ineedtoworkonmylisteningskills’.Thesedimensionsprovideasnapshotofthestudents’perceptionsofthemselvesandwhattheyhavelearntordevelopedduringtheinternshipplacement.Eachkeythemefromthedata,asidentifiedbythefindingsfromtheanalysisandamplifiedwithinsightsfromthesemi-structuredinterviews,isdiscussedbrieflybelowandpresentedwithexamplesinthefollowing

tables.


Theme 1: Communication skills

Thefirstkeythemerelatestocommunicationandincludesthefollowingcategories:generalcommunication,identificationofspecificcommunicationmethods,effectivenessofcommunicationandcommunicationaudiences.Table1presentsamatrixwithexamplesofstudents’reflectionsdemonstratingthefoursub-themesofcommunicationandthethreedimensions.Interviewsrevealedthat,althoughstudentsfelttheyhadgeneralcommunicationskillspriortotheinternshipplacement,itwastheopportunitytopractisetheseskillsinaworkcontextthatwasvalued.Moststudentsalsoagreedthattheyfeltmoreconfidentoverallwithhowtheycommunicatedaftertheplacement.Itwasfurtherrevealedthatstudentswhoinitiallyfeltverynervouswiththetasksandtheenvironment,overtimefeltmorecomfortableastheygottoknowtheircolleaguesandtheworkplacewhichenabledthemtospeakupandaskquestions.StudentselaboratedduringtheinterviewsthattheyweresurprisedintheirowncapabilitiesincommunicatingwithCEOsandgeneralmanagers.Theyrevealedthattheythoughttheywouldfeelintimidated,howeverlearntthattheywere‘peoplejustlikeus’.

298 Bonnie Cord and Mike ClementsT

abl

e 1:

Exa

mp

les

of d

imen

sion

s in

the

Com

mu

nic

ati

on S

kill

s th

eme

Th

em

eS

ub

-th

em

es

Dim

en

sio

ns

Self

-ass

ura

nce

Self

-im

pro

vem

ent

Self

-aw

are

nes

s

Co

mm

un

ica

tio

n

Sk

ills

General

communication

skills

“IbelieveIhaveidentified

mycommunicationskillsas

astrength”

“Ialsodevelopedmy

communicationskills”

“Mycommunicationskills

areinnowayperfectedand

thereforefurtheractive

improvementinthisarea

wouldgreatlyassist”

Specific

communication

methods

“Iwasabletousemywritten

andoralcom

munication

skills,whichIpreviously

dem

onstratedwithessays

andreportsaswellasclass

presentations”

“Ifoundtheinternship

presentationhasim

proved

my presentationskills”

“[A}personalqualitythat

Ineedtoimprove[is]

confidencewhenpresenting”

Effectivenessof

communication

“Iusedpersuasionand

negotiationskillsto

justifythebenefitsofthe

recommendations”

“As Ibecamemoreconfident

Ibeganproactively

requestingandsuggesting

work,butgivenmynature

Ihadtopushmyselftobe

moreforwardandself-

promoting”

“AweaknessthatIbelieveI

stillneedtoworkonismy

assertiveness[after]Ihad

completedagiventaskand

neededsom

ethingextrato

do”

Com

munication

audiences

“EvenwhenIwasengaging

one ononewiththe

GeneralManager,Ifound

iteasytoholdanintelligent

conversation”

“Themainskill,whichhas

beenworthwhileachieving,

isbuildingconfidencein

communicatingwithsenior

managers”

“Apersonalareafor

improvement identified

from

myroleat[sic]isin

tailoringofcom

munication

skills”


Theme 2: People skills

Thesecondkeythemeisaroundpeopleorinter-personalskillsandincludes:businessrelationshipskills,workingwithpeopleandworkplacefriendships.Table2illustrateswithexamplesthesethreesub-themeswiththedimensionsself-assurance,self-improvementandself-awareness.Studentswhodiscussedtheirnetworkingopportunitiesduringtheinterviews,revealedthat,whilethiswastheirfirsttime,mostfeltquiteateasenetworkingandcannowappreciatethevalueofbuildingrelationships.Althoughmanystudentsagreedthattheyhadimprovedteamworkskills,onlyasmallnumberofstudentswhoworkedrelativelyautonomouslyfeltasthoughtheydidnothavetheopportunitytopractiseteamworkastheyhadhoped.Fewstudentsalsoreferredtotheirgroupworkinuniversityassignmentsassettingaprecedentforteamworkactivities.Throughaskingstudentstoelaborateonworkplacefriendshipsintheinterviews,itbecameapparentthatmostofthestudentshaddevelopedfriendshipswhileonplacement,howevertheirreflectivejournalsgaugeun-solicitedinsightsandunderrepresentedthistopic.Therewasnoevidenceofstudentsreflectingontheneedtoworkonmakingfriendsintheworkplace,undertheself-awarenessdimension.


abl

e 2:

Exa

mp

les

of d

imen

sion

s in

the

Peo

ple

Ski

lls

them

e

Th

em

eS

ub

-th

em

es

Dim

en

sio

ns

Self

-ass

ura

nce

Self

-im

pro

vem

ent

Self

-aw

are

nes

s

Pe

op

le S

kil

lsBusiness

relationship

skills

“Ifeelm

ynetworkingskills

wereparticularlystrong”

“Bycorrespondingwith

businesspartnersand

clients,Ihavebegunto

buildmyprofessional

relationshipsandcontacts”

“Ishouldtakeamoreactive

roleingettingtoknowmy

lecturers…Iguessthisall

comesdowntonetworking

andtheabilitytobuild

relationships”

Workingwith

people

“By beingdeterminedin

buildingmyrelationships

withothers,Icouldbetter

understandmyposition

withintheorganisation”

“Anim

portantskillwhichI

haddevelopedwashuman

interaction”

“IbelieveIneedtospeak

upmoreandgetpeople

involvedsothatthingscan

beachievedasateam

”

Workplace

friendships

“Iformedstrongworking

relationshipswithmyfellow

team

mem

bersandhave

remainedfriendsoutsideof

workwithsom

eofthem

”

“Ilearntthatjoininganew

socialcirclecanbefunand

excitingaswellasterrifying”N/A


Theme 3: Personal insights

Thethirdkeythemethatwasidentifiedispersonalinsights,includingpersonalconfidence,personalability,motivationandworkplacereadinesssub-themes.Table3presentsthesesub-themeswithexamplestodemonstratethethreedimensionsofself-assurance,self-improvementandself-awareness.Althoughtherewerenoexamplesofstudentsdemonstratingself-assuranceovertheirpersonalconfidencelevels,duringtheinterviewsstudentscontestedtheyfeltmoreconfidentaftertheinternshipandsomecomparedthemselvestotheirpeerswithoutpracticalexperience.Interviewsalsorevealedthatthecontenttheywerelearningatuniversitycouldbeappliedinapracticalsetting.Reflectivejournalsinthisinstance,however,didnotrepresentthefindingsfromtheinterviewsinwhichmoststudentsexpressedtheirenjoymentfortheexperience,anddemonstratedhowmotivatedtheynowfeelfortheirstudiesandtobegintheirprofessionalcareer.Moststudentsconfirmedintheinterviewsthattheyfeltmorepreparedtoentertheworkforce.However,onestudentstatedthatalthoughtheinternshiphelpedminimiseanxiety,theystillseethe‘realworld’asfarawayandfeelquiteintimidatedbytheprospect.


abl

e 3:

Exa

mp

les

of d

imen

sion

s in

the

Per

son

al I

nsi

ght

s th

eme

Th

em

eS

ub

-th

em

es

Dim

en

sio

ns

Self

-ass

ura

nce

Self

-im

pro

vem

ent

Self

-aw

are

nes

s

Pe

rso

na

l In

sig

hts

Personal

confidence

NIL

“Idevelopedmore

confidenceinmyselfand

thatwhatIcoulddowould

reallymeansom

ethingto

somebodyandnotjustbe

done forthesakeofkeeping

busy”

“Ineedtohavemore

confidenceoverall”

Personalability

“IfeelIreallyputinmybest

andhavestartedsom

ething

ofrealbenefittothe

company”

“Isawmyselfbecomemore

confidentinmyabilities”

“IfeelIneedtohavemore

faithintheworkIam

completing”

Motivation

“Inotonlyenjoyedthe

experiencebutIreally

valuedthefactthatIwas

exposedtothepracticalside

ofaccounting”

“Theinternshiphasactually

providedmewithincreased

motivationformyfinancial

studies,sothatIcanobtain

highermarksandthus

overall,abettergraduate

position”

“OnethingImightchangeis

myattitudetowardlifeafter

universitywhichwillimpact

myconscientiousnessand

attemptsatstudy”

Workplace

readiness

“Inowfeelasaresultthat

I am

readytogetoutthere

andfacethebigbadworld

andgetagrownupjob”

“Ihavealsoachievedalotof

skillssuchasconfidencein

theworkplace”

“Inmanyways,mylack

ofconfidenceinraising

questionshinderedthefirst

partsofmyproject.Thiswill

certainlyshapethewayI

conductmyselfwithinfuture

workplacesandworktasks”


Discussion and conclusion

Thefindingsdemonstratethat,whilethesesoftskillsarebeingdeveloped,studentsarealsotakingpersonalinsightsawayfromtheexperience.Theyalsosuggestthatthereisalearningspectrumfromwhichstudentsmaymove,fromself-awarenesstoself-improvementandself-assurance.Althoughthejourneyisaverypersonalprocess,fromuniversity(highereducation)toindustry(practice),studentswhoareabletoreflectontheirexperiencearebetterinformedonwhattheyhavelearnedandhowtheywillapplythislearningintheirfutureemployment.

Thispaperhasidentifiedalearning-orientedinternshipprogramthatseekstomeetindustryexpectations,bymeansofdevelopinggraduatesthroughreflectivelearningassessmentsandplacingemphasisonstakeholderneeds.CIPhasseenstudentsbetterequippedtoengageinlearninginprofessionalpractice.Furthertotheindividualdevelopmentofthestudent,theprogramhasalsoseenstudentsgoontofindemploymentwithintheirhostorganisation,besuccessfulingraduatepositionsandgainlocaljobopportunitiesthroughnetworking.

Withinthiscompetitiveenvironment,studentsneedtohavebothdiscipline-specificknowledgeandthesoftskillsrequiredtodemonstrate,communicateandlearnintheworkplace.Asthegraduatemarketplacebecomesmorecompetitive,studentswhoareshortofsoftskillsmaydiscoverthatseekingemploymentopportunitiesbecomesmoreofachallenge(Stovall&Stovall2009).WRLinternships,workexperienceandlearning-orientatedprogramscanthereforebebeneficialinshapingstudentstobecomehighlydesirablegraduatesthroughincreasingtheiremployabilityskillsand

professionaldevelopment.

Encouragementandsupportofstudentsandprovisionoflearningopportunitieswillplacestudentsonthepathwayforself-development


andlifelonglearning.Itistheresponsibilityofhighereducationtoprovideapathwayforstudentstogainthenecessaryexpertisebothintheapplicationofdiscipline-specificknowledgeandinthedevelopmentofthesofterskillsrequiredforstudentstoengage,interactandeffectivelycommunicateintheworkplace.Theauthorssuggestthatonewayofdoingthisistoembedlearning-orientatedandwork-relatedprogramsintoacademiccurriculuminpartnershipwiththewiderbusinesscommunityandreinstatelearningintheforegroundofhighereducationdiscourse(Boud&Falchikov2007).

Thelimitationsofthisstudyincludethesampleselection,whichwastakenfromtheSouthCoastofNSW,Australia,andthereforefindingsmaynotbegeneralisedtoametropolitanprospective.Theresultsarealsolimitedtoonecohort,howevertheevaluationcontinuesasthisisanongoingresearchfocus.Futureresearchmayincludecomparingthedifferentschoolswithinthebusinessfaculty,forinstancemarketingandaccounting,tofurtherrevealthenatureofdiscipline-specificlearning.

Inconclusion,thefindingssuggestthatsoftskillsdevelopedbythestudentswereinfluencedthroughacombinationoftheprogramdesignandtheCIPmodelwhichprovidedthecontextandopportunityforencouragingstudentstoexploreandengagewiththeirwiderworkplaceenvironment,ultimatelycontributingtothedevelopmentofthesesoftskills.Wealsoacknowledgethedegreetowhichindividualsembracedandconnectedwiththeseskillswaslargelydependentontheirpersonallevelofengagement.Weadvocatethatifthestudentscancontinuetoengageinthedevelopmentofthesetypesofskills,thisawarenesswillaidtheirlifelonglearning.


References

Aaker,D.A.,Kumar,V.,Day,G.S.&Lawley,M.(2005).Marketing research,PacificRimedition,Milton,Queensland:JohnWiley&Sons.

Armstrong,D.,Gosling,A.,Weinman,J.&Marteau,T.(1997).‘Theplaceofinter-raterreliabilityinqualitativeresearch:Anempiricalstudy’,Sociology,31(3):597–606.

Beck,J.&Halim,H.(2008).‘Undergraduateinternshipsinaccounting:WhatandhowdoSingaporeinternslearnfromexperience?’,Accounting Education,17(2):151–172.

Benson,R.(2006).‘Alternativestudymodesinhighereducation:Students’expectationsandpreferences’,Australian Journal of Adult Learning,48(3):337–363.

Bohloko,G.&Mahlomaholo,S.(2008).‘Workintegratedlearningqualitypartnerships:ThecaseoftheCentralUniversityofTechnology,FreeState’,inProceedingsoftheWACE/ACENAsiaPacificConference,Sydney:WorldAssociationforCooperativeEducationandAustralianCollaborativeEducationNetwork:56–66.

Boud,D.&Falchikov,N.(2007).Rethinking assessment in higher education: Learning for the longer term,NewYork:Routledge.

Carnoy,M.(2002).‘Globalization,knowledgeandtheinternationalknowledgeeconomy’,inIstance,D.,Schuetze,H.G.&Schuller,T.(eds,International perspectives on lifelong learning, Buckingham:SocietyforResearchintoHigherEducation(SRHE)andOpenUniversityPress:129–140.

Castells,M.(2000).‘Informationtechnologyandglobalcapitalism’,inHutton,W.&Giddens,A.(eds.),On the edge: Living with global capitalism,London:JonathanCape:52–74.

Clegg,S.(2000).‘Knowingthroughreflectivepracticeinhighereducation’,Educational Action Research, 8(3): 451–469.

Clements,M.D.(2009).‘Connectingkeystakeholders:Sustainablelearningopportunities’,Development and Learning in Organisations,23(2):12–15.

Goleman,D.(1995),Emotional intelligence,NewYork:BantamBooks.

Gow,K.&McDonald,P.(2000).‘Attributesrequiredofgraduatesinthefutureworkplace’,Journal of Vocational Education and Training,52(3):373–394.

Gray,D.(2001).A briefing on work-based learning,Bristol:HigherEducationFundingCouncilforEngland (HEFCE).


Hager,P.(2000).‘Knowledgethatworks:Judgmentandtheuniversitycurriculum’,inSymes,C.&McIntyre,J.(eds.),Working knowledge: The new vocationalism and higher education,Maidenhead:SocietyforResearchintoHigherEducation(SRHE)andOpenUniversityPress:47–65.

Hodges,D.&Burchell,N.(2003).‘Businessgraduatecompetencies:Employers’viewsonimportanceandperformance’, Asia-Pacific Journal of Cooperative Education, 4(2):16–22.

Jackson,D.(2009a).‘Aninternationalprofileofindustry-relevantcompetenciesandskillsgapsinmoderngraduates’,International Journal of Management Education,8(1):85–98.

Jackson,D.(2009b).‘Undergraduatemanagementeducation:Itsplace,purposeandeffortstobridgetheskillsgap’,Journal of Management and Organisation,15(2):206–223.

Kohler,J.(2004).‘TheBolognaprocessandemployability:Theimpactofemployabilityoncurriculardevelopment’,paperpresentedattheAKeyObjectiveofAcademicStudiesandforAcademicInstitutions:Bled,Slovenia,22October.

Moreland,N.(2005).‘Work-relatedlearninginhighereducation’,Learning and employability series 2,Heslington:TheHigherEducationAcademy.

Murphy,G.A.&Calway,B.A.(2008).‘Professionaldevelopmentforprofessionals:Beyondsufficiencylearning’,Australian Journal of Adult Learning,48(3):424–444.

Nicholas,P.(2009).‘Tryalittlebitharder’,Weekend Professional,13–14June:1.

QualityandCurriculumAuthority(2003).Work-related learning for all at key stage 4: Guidance for implementing the statutory requirement from 2004,London:QualityandCurriculumAuthority.

Smith,K.,Clegg,S.,Lawrence,E.&Todd,M.(2007).‘Thechallengesofreflection:Studentslearningfromworkplacements’,Innovations in Education and Teaching International,44(2):131–141.

Stovall,D.C.&Stovall,P.S.(2009).‘Professionalaccountants:Voidof“softskills”?’,The Business Review, Cambridge,14(1):99–104.

Strauss,A.&Corbin,J.(1998).Basics of qualitative research: Grounded theory procedures and techniques, ThousandOaks,CA:Sage.

Yanamandram,V.&Noble,G.(2005).‘Teamteaching:Studentreflectionsonitsstrengthsandweaknesses’,inProceedingsofthe14thAnnualTeachingLearningForum,The Reflective Practitioner,Perth:MurdochUniversity.

Walter,M.M.(ed.)(2006).Social research methods,Melbourne:Oxford.


About the authors

Ms. Bonnie Cord is the Coordinator of the Internship Program in the Faculty of Commerce at the University of Wollongong, Australia. Ms Cord’s core research area is student learning in a vocational context. Her current research focus includes student experiential learning and reflective learning in transitioning programs. Ms Cord’s research is also in the area of volunteerism and social marketing.

Dr. Michael Clements is a Senior Lecturer in Management and the Director of the Commerce Internship Program and Industry Partnerships within the Faculty of Commerce at the University of Wollongong, Australia. His research interest involves learning reflection from both a student and organisational learning perspective, and the relationship dynamics and the design of experiential learning programs across disciplines.

Contact details

Ms. Bonnie Cord, Coordinator, Commerce Internship Program, Faculty of Commerce, University of Wollongong, Wollongong, NSW 2500Tel: 612 4221 3756 Fax: 612 4221 4410Email: [email protected]

Dr. Mike Clements, Faculty of Commerce, University of Wollongong, Wollongong, NSW 2500Tel: 612 4221 5497Email: [email protected]

pathway for student self-development: a learning ... · the faculty’s needs are met through...

Documents