"This book combines critical discussion and empirical research as it unpacks how factors at all levels influence students' transition experiences from secondary school to university and employment. The chapters explore at a macro level the often complex relationships between main stakeholders: policymakers, secondary school and higher education institution staff, parents, caregivers, and those in industry. At the micro level, it deploys new approaches to understanding transitions: the Capital Model and Agentic Capital principles as conceptual frameworks. These frameworks do not focus solely on human capital (e.g., academic content), but investigate a wide range of different factors related to students' cultural understanding, social networks, resilience, goals, and agency as determinants of their transition outcomes. Case studies of transition experiences in various contexts are evaluated under the new conceptual frameworks, thus adding depth and greater insights to the existing educational literature about students' transitions. This volume offers student stories to provide perspectives from different student groups as well as the theoretical frameworks that can be used to inform practical actions and influence policy direction. A must read for all academic staff working in schools, higher education, and policymakers"--
'Get foot in the door': International students' perceptions of work integrated learning. British Journal of Educational Studies, 64(3), 337–355. Wihlborg, M., & Robson, S. (2018). Internationalisation of higher education:
International students' socialisation and transition experiences in high school: An empirical study. In T. Pham & B. Soltani (Eds.), Enhancing Student Education Transitions and Employability (pp. 49-65). Routledge. Thorne, K. (2003).
This therefore raises the question of whether students answer these questionnaires on the basis of their own opinion or ... is important in enhancing students' employability, and that this should be emphasised more at university.
“Problem solving takes time, so how many problems do we expect to do?” • Weeks 10–11: Collegiate conviviality. “So let's get on with it...” This class takes a considerable amount of time, and students typically solve only one or two ...
Universities are expected to produce employable graduates. In Education for Employability experts explore critical questions in the employability agenda.
This book explores the highly significant and contested area of graduate employability and employment which is paid so much attention by those in the media and policy-makers.
Anyone with a responsibility for curriculum development or policy making within higher education who wants to advance learning and promote employability amongst their students will find this book absolutely essential reading.
Trends in policies, programs and practices in the Australasian first year experience literature 2000-2010. Brisbane: Queensland University of Technology. Pitman, T. (2014a July). More students in higher ed, but it's no more ...
This book brings together national and international perspectives on employability challenges faced by selected countries in the Asia Pacific region.
Learning transitions in the adult life course: Agency, identity and social capital. In B. Merrill (ed.), Learning to Change? ... Teaching students about online professionalism: Enhancing student employability through social media.