Beyond employability : Work-integrated learning and self-authorship development

Julia, Caldicott; Erica, Wilson; James F., Donnelly; Johan R., Edelheim

Beyond employability : Work-integrated learning and self-authorship development

Julia, Caldicott; Erica, Wilson; James F., Donnelly et al.

International Journal of Work-Integrated Learning, 2022, 23(3), 375-391

Permalink : https://hdl.handle.net/2115/86641

このアイテムのアクセス数:801件（2026-01-16 15:57 集計）

閲覧可能ファイル

ファイル	フォーマット	サイズ	閲覧回数	説明
Caldicott, Wilson, Donnelly, & Edelheim, 2022 - Beyond employability - Work-integrated learning and self-authorship development	pdf	442 KB	333

論文情報

ファイル出力 EndNote Basic出力 Mendeley出力

アクセス権	open access
URI	https://hdl.handle.net/2115/86641
タイトル	Beyond employability : Work-integrated learning and self-authorship development
著者	Julia, Caldicott ; Erica, Wilson ; James F., Donnelly ; Johan R., Edelheim
著者名 Julia, Caldicott
著者名 Erica, Wilson
著者名 James F., Donnelly
e-Rad_Researcher 00846305 著者名 Johan R., Edelheim
言語	英語
キーワード	Self-authorship
	internship
	WIL
	personal development
	WILSAD
発行日	2022
出版者	Work-Integrated Learning NZ
収録物名	International Journal of Work-Integrated Learning
巻(号)	23(3)
ページ	375-391
抄録	Work-integrated learning (WIL) continues to be a central element of higher education and may provide students with opportunities for both personal and professional development. However, the personal development opportunities afforded by WIL are often overshadowed by the more typical focus of work readiness. Increasing attention to self-authorship, an important stage of personal development when students start to make use of their internal voice to guide their beliefs, identity and relationships, could address this imbalance in WIL programs. This article explores the extent to which WIL enables self-authorship development in tourism management students. An interpretive, longitudinal case study methodology guided the study. The findings indicate the significant potential of WIL to foster students’ self-authorship development given the opportunities and challenges inherent in placements. The Work-Integrated Learning for Self-authorship Development (WILSAD) model is proposed as a conceptual framework to assist WIL program designers in fostering self-authorship development in their students.
資源タイプ	学術雑誌論文
出版タイプ	Version of Record
権利情報	Creative Commons Attribution 4.0 International
PISSN	2538-1032
関連情報 (isIdenticalTo)	URI https://www.ijwil.org/files/IJWIL_23_3_375_391.pdf