Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?

IF 1.8 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Emma L. Peasland, Graham W. Scott, Lesley J. Morrell, Dominic C. Henri
{"title":"Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?","authors":"Emma L. Peasland, Graham W. Scott, Lesley J. Morrell, Dominic C. Henri","doi":"10.1080/03098265.2023.2267459","DOIUrl":null,"url":null,"abstract":"Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.","PeriodicalId":51487,"journal":{"name":"Journal of Geography in Higher Education","volume":"64 17","pages":"0"},"PeriodicalIF":1.8000,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Geography in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03098265.2023.2267459","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldwork by interviewing academic staff responsible for planning and leading residential field courses at a UK university. We also conducted a thematic analysis of associated module specifications and teaching materials to understand whether transferable skills were signposted to colleagues and students. Our findings show that although most staff recognise that their field courses help students to develop transferable skills, staff awareness of skills and professional development outcomes is narrowly focused on technical skills and discipline-related careers. Furthermore, those transferable skills outcomes that staff are aware of are not fully translated into module specifications and infrequently signposted to students via teaching materials. These findings suggest that transferable skills form a hidden curriculum of fieldwork. To maximise the employability benefits of fieldwork, we recommend that all skills should be signposted to students both during field course teaching and also via the associated teaching materials.
通过实地实习提高学生的就业能力:有意整合还是有益的副作用?
实地工作为学生提供了发展提高就业能力的可转移技能以及技术、学科特定技能和学科知识的机会。然而,工作人员在多大程度上有计划地规划实地课程的可转移技能成果,因此,它们是否传达给学生是未知的。我们通过采访一所英国大学负责规划和领导住宿实地课程的学术人员,调查了员工是否有意将可转移技能发展机会规划到实地工作中。我们还对相关模块规范和教材进行了专题分析,以了解是否向同事和学生标注了可转移技能。我们的研究结果表明,尽管大多数员工认识到他们的实地课程有助于学生培养可转移技能,但员工对技能和专业发展成果的认识仅限于技术技能和学科相关的职业。此外,教师所知道的可转移技能成果并没有完全转化为模块规范,也很少通过教材向学生指明。这些发现表明,可转移的技能形成了实地工作的隐藏课程。为了最大限度地提高实地工作的就业效益,我们建议在实地课程教学和相关教材中向学生说明所有技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
5.80
自引率
9.50%
发文量
29
期刊介绍: The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信