WIL and generic skill development: The development of business students' generic skills through work-integrated learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Higher education stakeholders have expressed growing concern about teaching and learning performance and outcomes in business education. The emerging gap between graduate attributes and what industry requires not only refers to the lack of employment readiness of students, but also their generic skills. One technique that can assist in improving students' development of generic skills is work-integrated learning (WIL). WIL presents a challenge both in its formation and implementation for an Australian higher education system characterised by limited resources, large and diverse student cohorts, and the ever-present 'publish or perish' paradigm that draws lecturers' attention away from teaching and learning activities. To address this concern, a professional development program (the 'PD Program') was developed. The PD Program is integrated into a business degree program and is designed to systematically develop students' learning, employment and generic skills, and supplement their theoretical studies. This article details the procedures that have been developed, and provides preliminary evidence on the impact of the first part of the PD Program on students' generic skill development over 12 months. It is argued that those students involved in the PD Program demonstrate significant gains in both their generic skills and associated recognition of the importance of generic skills development to their studies and professional lives compared to students who did not participate in the PD Program. These results highlight the potential gain for universities from investing the necessary resources to develop WIL opportunities for their students to assist in the development of generic skills.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it