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Psychology Education and Work Readiness Integration: A Call for Research in Australia

Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce...

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Autores principales: Schweinsberg, Ashleigh, Mundy, Matthew E., Dyer, Kyle R., Garivaldis, Filia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062732/
https://www.ncbi.nlm.nih.gov/pubmed/33897531
http://dx.doi.org/10.3389/fpsyg.2021.623353
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author Schweinsberg, Ashleigh
Mundy, Matthew E.
Dyer, Kyle R.
Garivaldis, Filia
author_facet Schweinsberg, Ashleigh
Mundy, Matthew E.
Dyer, Kyle R.
Garivaldis, Filia
author_sort Schweinsberg, Ashleigh
collection PubMed
description Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students’ potential to articulate their learnt work readiness skills once in the workplace.
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spelling pubmed-80627322021-04-24 Psychology Education and Work Readiness Integration: A Call for Research in Australia Schweinsberg, Ashleigh Mundy, Matthew E. Dyer, Kyle R. Garivaldis, Filia Front Psychol Psychology Supporting students to develop transferable skills and gain employment is a vital function of Universities in the era of the Fourth Industrial Revolution. A key area is work readiness, which has steadily grown in importance over the last 2 decades as tertiary institutions increasingly aim to produce graduates who perceive and are perceived as work ready. However, a large majority of graduates report a lack of skills and confidence needed for the effective transition from study to work. This may be particularly problematic for disciplines that impart both discipline-specific and transferrable skills, such as psychology. The aim of this paper is to addresses the concept of work readiness within Australian psychological training and explores the need to shed light on and integrate work readiness within the pedagogy of psychology within Australia. Specifically, this paper calls for a review of work readiness skills developed in psychological courses to ensure industry needs are met. Beyond such a review, it is suggested that tertiary centres need to facilitate students in capturing and reflecting upon the transferable skills that they develop; and build assessments that allow students to demonstrate transferable skills in a meaningful way. Further, this paper proposes that work readiness skills be routinely mapped onto graduate attributes and course learning outcomes to be readily available by students so as to increase students’ potential to articulate their learnt work readiness skills once in the workplace. Frontiers Media S.A. 2021-04-09 /pmc/articles/PMC8062732/ /pubmed/33897531 http://dx.doi.org/10.3389/fpsyg.2021.623353 Text en Copyright © 2021 Schweinsberg, Mundy, Dyer and Garivaldis. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Schweinsberg, Ashleigh
Mundy, Matthew E.
Dyer, Kyle R.
Garivaldis, Filia
Psychology Education and Work Readiness Integration: A Call for Research in Australia
title Psychology Education and Work Readiness Integration: A Call for Research in Australia
title_full Psychology Education and Work Readiness Integration: A Call for Research in Australia
title_fullStr Psychology Education and Work Readiness Integration: A Call for Research in Australia
title_full_unstemmed Psychology Education and Work Readiness Integration: A Call for Research in Australia
title_short Psychology Education and Work Readiness Integration: A Call for Research in Australia
title_sort psychology education and work readiness integration: a call for research in australia
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062732/
https://www.ncbi.nlm.nih.gov/pubmed/33897531
http://dx.doi.org/10.3389/fpsyg.2021.623353
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