Abstract
PurposeIn a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.Design/methodology/approachWhen studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.FindingsThis resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.Research limitations/implicationsFuture research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.Practical implicationsThe conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.Originality/valueThis is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.
Highlights
The knowledge society, increasing uncertain labour market perspectives, the rapid changing impact of IT on society, high-performance workplaces, industry specific demands and accreditation standards, globalisation and economical changes contribute to the changing role of higher education in the 21st century (Humburg and Velden, 2013; Oraison et al, 2019)
We present a use case and the conceptual model of an online learning platforms (OLPs) that supports a reflective practice for enhancing employability competences
In this article, we addressed the need for developing employability competences, from both the perspective of higher education institutions (HEIs) and students
Summary
The knowledge society, increasing uncertain labour market perspectives, the rapid changing impact of IT on society, high-performance workplaces, industry specific demands and accreditation standards, globalisation and economical changes contribute to the changing role of higher education in the 21st century (Humburg and Velden, 2013; Oraison et al, 2019). Acknowledging employability as a complex, multidimensional construct, R€omgens et al (2019) introduced a competence-based definition of employability, including six dimensions derived from both higher education and workplace learning These dimensions of employability include the mastery of disciplinespecific knowledge, transferable generic skills, emotional regulation, career development skills, self-management skills and self-efficacy. R€omgens and colleagues (2019) introduced a multi-dimensional, competencebased definition of employability This definition was derived from core references within several disciplines in two streams of research on higher education (Bridgstock, 2009; Hinchliffe and Jolly, 2011; Pool and Sewell, 2007; Yorke and Knight, 2006) and workplace learning (Akkermans et al, 2013; Defillippi and Arthur, 1994; Fugate et al, 2004; Forrier et al, 2009; Peeters et al, 2019). Meta-cognitive skills, such as reflection, are considered fundamental for exploiting other employability competences (Clarke, 2018; Moon, 2004; Pool and Sewell, 2007). Moon (2004) argues for the importance of reflection for students’ employability as it is related to different kinds of learning situations after graduation, such as experiential learning, problem-solving or the management of feelings and emotions, and helps graduates to gain and maintain the awareness of their skills and attributes they have learned in higher education. Rogers (2001) defines reflection as “a cognitive and affective process that requires active engagement from the individual, is triggered by an unusual or perplexing situation or experience, involves examining one’s responses, beliefs, and premises in light of the situation at hand, and results in integration of the new understanding into one’s experience”
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