Graduate perspectives of workplace preparation and skill development in undergraduate human nutrition programs

Adrienne Forsyth; Anjana Reddy; Donna Reid; Ashley Ng; Deanna Horvath

doi:10.21153/jtlge2026vol17no1art2119

Authors

Adrienne Forsyth Australian Catholic University https://orcid.org/0000-0002-1692-2638
Anjana Reddy Monash University https://orcid.org/0009-0007-3332-8597
Donna Reid La Trobe University
Ashley Ng Monash University https://orcid.org/0000-0002-8261-6006
Deanna Horvath La Trobe University https://orcid.org/0000-0003-3229-9871

DOI:

https://doi.org/10.21153/jtlge2026vol17no1art2119

Abstract

Earlier work has explored perspectives of undergraduate nutrition students, academics and employers regarding career-development initiatives. This study aimed to identify nutrition graduates’ degree expectations and understanding of career outcomes, explore perspectives of skills and attributes important in developing career readiness, and assess the emphasis placed on development of these skills during the degree. Graduates (2015 – 2020) from one on-campus and one online undergraduate human nutrition degree at an Australian university were invited to participate in an anonymous online survey and optional follow up interview in July 2021. The survey collected quantitative and qualitative (short form) responses that were analysed descriptively, with open-ended responses subject to inductive content analysis. Semi-structured interviews were transcribed and analysed thematically. Fifty participants completed the online survey and seven participated in interviews. The university-defined graduate attributes considered the most important in developing career readiness were oral communication, creative problem solving, application of skills and adaptability, autonomy and initiative, and planning and organisation. Forty-four per cent of graduates felt career-readiness was developed during their undergraduate nutrition studies, with critical inquiry and research skills developed the most. Industry experience, food skills, education resource development, clinical skills, knowledge of software, and dietary data collection and analysis were considered essential for a nutrition professional. Placements, work experience, authentic case studies, simulation and problem-solving activities were strategies seen as fostering career-readiness. These views echo those of students, academics and employers. Universities should incorporate authentic, industry-based learning activities within explicit career development curricula to support the development of work-ready nutrition graduates.

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Author Biographies

Adrienne Forsyth, Australian Catholic University

Associate Professor Adrienne Forsyth is Research Lead for Nutrition & Dietetics at Australian Catholic University. She leads scholarly research to enhance learning and teaching innovation, employability, and graduate outcomes in Nutrition & Dietetics.
Anjana Reddy, Monash University

Dr Anjana Reddy is a Research Fellow at the Monash Centre for Health Research and Implementation. She was the primary investigator and supervisor for this research.
Donna Reid, La Trobe University

Ms Donna Reid is a graduate of La Trobe’s Bachelor of Food and Nutrition. She undertook this research during her Honours candidature.
Ashley Ng, Monash University

Dr Ashley Ng is a research fellow and project manager at the Monash Centre for Health Research and Implementation and Monash Partners Health Academic Science Centre. Her research speciality includes consumer and community involvement in health research, specifically within the diabetes community and the use of co-designed digital health technology and tools to support chronic disease self-management.
Deanna Horvath, La Trobe University

Associate Professor Deanna Horvath has qualifications in Biomedical Science, Human Nutrition, Higher Education, and a PhD in skeletal muscle disease and protein supplementation. Deanna has worked at La Trobe for over 10 years and is currently teaching for the Department of Food, Nutrition and Dietetics. Deanna has many years of coordination and teaching experience in subjects online and on-campus, with a focus on equity, the first-year experience, and transition to higher education.

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