Annotated Bibliography for Employability Skill Development

Question: Write about theAnnotated Bibliography for Employability Skill Development. Answer: Jackson, Denise. "Employability skill development in work-integrated learning: Barriers and best practice."Studies in Higher Education40, no. 2 (2015): 350-367. According to this study, a clear idea has been got about the work integrated learning and its importance in the undergraduate degree. However, the work integrated learning processes to equip the new graduates and it has been using widely. It has been found that the new graduates with the knowledge of work-integrated learning can perform effectively in the working environment. From the evaluation of the work, integrated learning or WIL program the process of WIL has been addressed in the context of the students. In this study, there is an account of the best practices that use in the classrooms in order to develop the employability skills. On the other hand, several factors influence the performance of individuals during WIL. According to this study, a survey has been conducted to collect data. 31 undergraduates of Australian University with different discipline are selected as the participants during this survey. In this survey, the experience of the students during the placement and their feelings about what is crucial for their learning are listed. These are aligned with the vital principles of WIL program. Apart from this problem while performing the certain skill also identified during the survey. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620. The above study reveals that development of the graduate employability is helpful for the economic contribution in the higher education. This undergraduate employability skill has two benefits one focuses that the placement of the work provides a positive environment through which an undergraduate develops generic employability skills. The second benefit focuses that placement gives a head start to the graduates to develop their career. In this article, it has been defined that the value of work -integrated skills are crucial for the undergraduates to initiate their career. On the other hand, the work placement is valuable for the management graduates and the cohort business. A survey has been conducted in based on the undergraduates who have completed their graduation in 2003. Both qualitative and quantitative data has been collected in this survey. According to the qualitative data, a positive assessment has been found that highlights on the effectiveness of the work placement. On the other hand, quantitative data reveals a complex relationship between the labor market outcomes, placement and skill development. Ferns, Sonia, Matthew Campbell, and Karsten E. Zegwaard. "Work integrated learning." (2014): 1-6. According to this study, WIL has been using rapidly to detect the myriad experience of the undergraduate by engaging them in the workplace. Work integrated learning is a process that is associated with the experience within a set of the practice. However, WIL brings the opportunity for the undergraduates to learn and develop their skill regarding their professional development within the University. WIL includes industry visit during the undergraduate course. On the other hand, several simulating activities are associated with WIL that allows the student to enhance their engagement in a running business. Student engages in authentic way through work integrated learning program and gain experience from the workplace. WIL focuses on the career pathway and the learning outcomes from the graduate degree. A survey based on the undergraduate students has been conducted to collect data in this study. The quantitative method has been applied for the collection of data. According to the findi ngs, WIL is associated with the personal benefit, professional benefits of students and industrial benefits. On the other hand, the educational institutes also benefitted from the WIL program as work placement opportunity gives the students a unique learning opportunity. Jonsson, Bosse, Maria Skyvell Nilsson, Sandra Pennbrant, and Elisabeth Dahlborg Lyckhage. "Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education." (2014). This study focuses on the process through which the nurse's praxis is established via work integrated learning. However, WIL is considered as the pedagogical approach in the professional practice. WIL provides an analytical viewpoint by the use of reflection. This gives an opportunity to the students to develop their meta-cognitive skill, which enables them to make a reflection on their experience. For the nursing undergraduates, WIL enables them to manifest the nursing praxis by acquiring clinical learning. This makes a transformation from student to nurse. WIL integrates the theoretical learning into practical knowledge. Students in the nursing practice face challenges during the management and development of the professional competence. On the other hand, as per the experience of the new nurses, the educators focus on the normative aspects rather than the explanation of the healthcare. This ensures the need of WIL as a pedagogical approach. In the nursing practice, it is important to understand the complex relation between the theoretical and the practical knowledge. This understanding leads the undergraduate to acquire theoretical knowledge to evaluate the value of professional knowledge. This provides support to the new nurses when they exhibit new clinical demand. Hall, M. E. L. I. N. D. A., D. E. B. O. R. A. H. Pascoe, and M. E. G. A. N. Charity. "The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students."Asia-Pacific Journal of Cooperative Education (Special Issue)18, no. 2 (2017): 101-113. As per the study work-integrated learning is crucial as well as a compulsory element of the undergraduate course program. Therefore, in the higher education, it is also necessary to develop the skill of the individuals. WIL is an external placement that allows the student to gain practical opportunity from the workplace experience under the guidance of a supervisor. Work integrated learning varies in different professions. This approach provides an opportunity to apply their theoretical knowledge, into the practical field. Hence, the theoretical knowledge, which is obtained in the classroom, is utilized in the workplace. 20 students of the final year from the Federation University Australia participated in the data collection process. This methodology includes an 80 hours WIL placement and 150 WL hours in the industry visit. An online survey has been conducted in this study to take feedbacks from the students. References Ferns, Sonia, Matthew Campbell, and Karsten E. Zegwaard. "Work integrated learning." (2014): 1-6. Hall, M. E. L. I. N. D. A., D. E. B. O. R. A. H. Pascoe, and M. E. G. A. N. Charity. "The impact of work-integrated learning experiences on attaining graduate attributes for exercise and sports science students."Asia-Pacific Journal of Cooperative Education (Special Issue)18, no. 2 (2017): 101-113. Jackson, Denise. "Employability skill development in work-integrated learning: Barriers and best practice."Studies in Higher Education40, no. 2 (2015): 350-367. Jonsson, Bosse, Maria Skyvell Nilsson, Sandra Pennbrant, and Elisabeth Dahlborg Lyckhage. "Praxis and Work Integrated Learning as Pedagogical Approach in Nursing Education." (2014). Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.