Vol 8, No 1 (2017)

Eighth edition of the Journal of Teaching and Learning for Graduate Employability

Table of Contents

EDITORIAL

Editorial
Beverley Oliver
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1-2

JOURNAL PAPERS

When do university students and graduates know what careers they want: A research-derived framework
Shelley Kinash, Linda Crane, John Capper, Mark Young, Ashley Stark
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3-21
Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors
Tran Le Huu Nghia
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22-39
Work placement reflective assessments and employability enhanced through highlighting graduate attributes.
Julie Dunne
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40-59
The development of a tailored, career-focused interactive online learning tool for physical activity and health students: A pilot study
Megan Teychenne, Shannon Sahlqvist, Danielle Teychenne, Susie Macfarlane, Phillip Dawson, Sarah Costigan
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60-73
A focus on collaboration: Fostering Australian screen production students’ teamwork skills.
Kath Dooley, Larissa Sexton-Finck
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74-105
Impact of secondary education reform on tertiary students’ generic competencies: A case study of associate degree freshmen in Hong Kong
Ka Wai Ng, Joseph C.H. So
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106-122
Embedding graduate employability attributes in management sciences curricula: A case of two Namibian universities
Romanus Shivoro, Rakel Kavena Shalyefu, Ngepathimo Kadhila
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123-136
The ‘person-in-between’ role of young graduates at INGOs in Vietnam
Mai Thi Quynh Lan
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137-151
Does it do what it says on the tin? – Evaluation of an established UK University Employability Enhancement Award.
Toni Wright, Sarah Jeffries-Watts
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152-171
Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry
Michael B. Whelan
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172-187
'I do and I understand': The importance of reflective placements for the self-perceived work readiness of health sciences students
Giriraj Singh Shekhawat, Sean Sturm, Annette Dunham
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188-201
Student voice and influence on employability in Australian higher education
Lisa Andrewartha, Andrew Harvey
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202-214
Good WIL hunting: Building capacity for curriculum re-design
Karen Young, Stuart Palmer, Malcolm Campbell
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215-232