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There is broad consensus on the range of benefits accruing to the undergraduate from work placement, but to date there has been little published on its impact on academic achievement. This article describes changes that were introduced into the architecture of a placement programme for business undergraduates. A statistical investigation examines the academic performance of students under the different architectures. Prior to the reconfiguration of the placement, there was no significant difference in academic performance between students who had undertaken placement and their non-placement peers. Undergraduates who took placement under the new architecture performed significantly better than their non-placement peers. Under both architectures there were indications of self-selection. The results are discussed in the context of learning transfer, and policy implications are considered. © 2003 Taylor & Francis Group, LLC.

This case study briefly reviews the development of tourism degrees in the United Kingdom before considering the experiences obtained by students on year-long internship programmes over a period of 8 years. Verbatim confidential comments, from students, are provided and specific transferable skills discussed. Whilst some skills can be developed during the course of an academic programme, it is argued that the internship period can provide a wider range and help clarify career intentions. © 2003 Taylor & Francis Group, LLC.

One hundred two employers were surveyed to identity their level of involvement and perceived responsibilities in working with student-workers to develop personal responsibility, decision-making ability, problem-solving ability, collaboration, commitment, and career development. Results suggested that employers perceived their involvement to be in the following areas, from highest to lowest: commitment, personal responsibility, problem-solving ability, collaboration, decision-making ability, and career development.

Because workers must be prepared to constantly update their skills and reeducate themselves for new skills, lifelong learning must be a goal for every teacher and student. The curriculum provided during educational experiences should pave the way for attainment of this goal. This is particularly true for deaf and hard of hearing students. School-to-work (STW) has become an umbrella term for activities, experiences and opportunities that prepare students for the world of work, such as youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This article provides historical background on STW, laws shaping requirements for STW programs, and research supporting STW components. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast.

The German apprenticeship system is considered an exemplary school-to-work program for youth not intending to complete a baccalaureate degree. Yet the traditionally highly stratified system has been changing, with more students pursuing both general education and obtaining vocational certification. Using the German SocioEconomic Panel, this paper analyzes initial wage levels based on school quality and training track for two cohorts of non-university young adults, 1984 versus 1994. For the older cohort from the more stratified system, graduation from the lowest school track predicted lower initial wages which vocational certification did not ameliorate. Vocational certification did predict higher wages for youth from higher quality school tracks. In contrast, for the 1994 cohort among whom general education is becoming more prevalent, formal vocational certification is an important predictor of higher initial wages for both high and low quality school tracks. The earnings of the 1984 cohort are also compared five, ten and 13 years after labor market entry. Apprenticeship predicts higher changes in wages by the final period. Returns to specific vocational training manifest in higher initial wages, but the effect obsolesces quickly over time. This pattern of initial returns and obsolescence holds for subsequent vocational certification, suggesting support for lifelong learning. © 2002 Elsevier Science Ltd. All rights reserved.

How can universities ensure that they are preparing their students for today's competitive job market? This book tackles the highly topical subject of graduate underemployment with insight and clarity. The authors argue the case for more sophisticated research into employability with passion and vision, discussing how employability-friendly curricula can be developed, even in subjects which have less obvious vocational relevance. The rapid growth of higher education over the past fifty years has seen expectations increase, and governments seeking to widen participation. There is now an urgent need for the Government and higher education institutions to address the issue of graduate employability. The authors of this timely book encourage a pro-active stance, offering a ground-breaking model that can be easily implemented in institutions to make low-cost, high-gain improvements to students' employability. Topics covered include: The challenge of employability. The study and careers of English graduates. The enhancement of practice. Assessing employability. The Skills Plus project. Based on a set of over 200 in-depth interviews with recent graduates, this book forms a unique account of the meanings of employability in the workplace. © 2004 Peter Knight and Mantz Yorke. All rights reserved.

Due to the increasing need for an understanding of technology and engineering for individuals in management positions, a familiarity with both business and engineering principles, as well as their interdependence, is required. This paper is a study of the academic opportunities offered by selected colleges and universities to prepare students to become business leaders in fields that require the systematic and efficient solution of technological problems. It first describes the categories of programs offered, along with descriptive examples, and then focuses on a unique program offered at Bucknell University. The strengths of these programs are highlighted and suggestions for improvement are given for developing the most effective program.

A Student Exchange Program began with four students from Germany visiting Siemens-Westinghouse and the University of Central Florida in Summer, 1999, as an initiative from Siemens training officials in Muelheim, Germany. In Summer 2000, a program with four German apprentices coming to the U.S. and four U.S. interns working and studying in Germany was very successful. The initial UCF students continued part-time work at Siemens during their senior year and were offered full-time employment upon graduation. Not only did the German students complete their work, but some of them returned for employment in the U.S. Siemens, as a multinational enterprise, is preparing technologists and engineers to understand product design and manufacturing for integrated systems in international markets. students will benefit from an understanding of the systems, standards, and cultures involved. The internship model being developed uses the best from the German and U.S. systems and merits further study and implementation.

The University of Ulster places a strong emphasis on vocational education and work-based learning. Furthermore, the Faculty of Informatics has recognised achievements in technology transfer and industrial collaboration. This paper outlines how the industrial partnerships forged and experiences gained through these ventures have been utilised in the design, delivery and assessment of an undergraduate module in entrepreneurship. Different models for incorporating entrepreneurial skills will be explored including: Classroom based teaching, learning and assessment; Support for students in industrial placement through the use of a Virtual Learning Environment (WebCT); Development of a portfolio of professional competencies; highlighting the merits and problems associated with each.

The vocational education and training system in Australia has been rocked by continuous change for the past fifteen years. The three most radical changes have been the move to competency-based training, the privileging of industry as opposed to students as the most important stakeholder group, and the opening up of government funding to private providers as well as to TAFE, the public provider. In 1997 Training Packages became the basis for all future curriculum in the Australian VET system. Like any curriculum change, the introduction of Training Packages has aroused controversy but so far there has been only a limited amount of empirical research. This paper summarises the debates about Training Packages, using the existing body of research and comment, interviews with key national and State figures in Training Package development, and the author's experience as a Director of a State Industry Training Advisory Board involved in the development and review of several Training Packages. The paper identifies some of the basic underlying difficulties with Training Packages which, it is argued, stem from their being written for the workplace while their primary field of application is in educational institutions. © 2002 Issues In Educational Research.