An ongoing concern for higher education providers is employer feedback suggesting graduates are not ‘work-ready’: they may have knowledge and technical proficiency, but they do not always understand the applied complexities of the workplace. In any Bachelor of Nursing (BN) curriculum, the requirement for students to complete a series of clinical placements over the three (and in some jurisdictions, four) year degree is a dominant feature. Numerous studies attest to the benefits for the three main stakeholders: students, academic institutions and the healthcare provider hosting the placement, including enhanced graduate employability, strengthened personal and professional attributes, and an authentic, real-world learning experience. What has perhaps been less well explored is the issue of the stressors students face, potentially impacting on wellbeing, experience, academic outcomes and commitment to completion. This article focuses on the experiences of stress revealed in a mixed method study of final year BN students prior to graduation, which included an online survey followed by a focus group with participants who had volunteered to ‘unpack’ the aggregated survey data. Layering of multiple stressors, results in students feeling overwhelmed and with diminished capacity to cope. Student stress is multifaceted, often stemming from factors beyond institutional control, however the findings emphasise the importance of accessible, culturally responsive, pastoral and academic support throughout the students’ journey. These findings will resonate with others supporting students through stress, from classroom, through placement, and into the world of work and are applicable to disciplines outside of nursing seeking to optimise work integrated learning.

Providing students the opportunity to explore their career options is fundamental to career planning particularly in generalist degrees with a variety of employment destinations. We utilised career information about university alumni to underpin a learning activity where undergraduate students worked in small teams to analyse career pathways of graduates from their own STEM or Health degrees and identify patterns and strategies utilised by others to achieve graduate employment. Students presented their observations and lessons learned in a group presentation and individual written reflection which were assessed as part of a broader subject. In this study we thematically analysed students’ written reflections from two consecutive cohorts in 2022-2023 to investigate what students learned from analysing the pathways and how this may have impacted their perceptions of employability. Students reported multiple learnings from the activity including that relevant work experience can lead to graduate employment, transferrable skills can be developed in a variety of roles and experiences, and multiple pathways can lead to a particular type of role. The learning activity also positively influenced students’ perceived employability with individuals reporting reduced anxiety and increased confidence about achieving their career goals. This paper provides evidence of the value of embedding career development activities and self-reflection in curriculum to enhance employability skills. We recommend the use of alumni career stories for raising awareness of career possibilities and strategies utilised by more experienced peers to bridge the gap between study and professional employment.

Higher education institutions (HEIs) in Australia have responded to their environment – driven by government and industry - and cultivated a skills focus when it comes to employability of its graduates. However, this has led to criticisms of a ‘job factory’ with minimal thought given to longer-term lifelong learning orientations and at the core, the students themselves and their values. With a quasi-field experiment design, using both phenomenology and surveys, 15 undergraduate and postgraduate students were exposed to a range of experiences exploring the role of values in career choice and career development. Findings reveal that students appreciate the focus on values as a currency of the employability equation. Five core themes arose out of the research: amplified career awareness; entrepreneurial thinking; anxiety; educational purpose; and understanding personal values. These findings pose questions for HEIs: whether to incorporate a discussion on values as part of employability; how to achieve this in a manner which reaches all students; and when is best to do so. Participants unanimously felt that the penultimate year of study is the ideal time to have a conversation with students not based on skills transferability into the workplace, but values transferability.

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.

This study investigated the educational outcomes and professional development of undergraduate exercise and sports science students through curricular internships. Analysis of data from 1,247 internships conducted between 2015-2020 at a large Italian university across diverse settings (fitness facilities, rehabilitation clinics, educational institutions, and sport organisations) revealed significant improvements in students' practical competencies, theoretical knowledge application, and professional identity development. Quantitative analysis demonstrated statistically significant increases in competency scores across all placement settings (p<0.001), with exercise post rehabilitation contexts showing the highest improvement in clinical reasoning (Cohen's d=0.89). Qualitative analysis identified four key themes influencing internship effectiveness: mentorship quality, alignment between academic preparation and practical demands, reflective practice opportunities, and professional networking. The tripartite relationship between students, university tutors, and industry supervisors emerged as central to internship effectiveness, particularly when characterised by regular structured communication and shared learning objectives. These findings suggest that structured internships with integrated reflection and assessment constitute a crucial transition phase in professional development, bridging theoretical knowledge and applied practice. Recommendations include standardised competency frameworks, mentor training programmes, and technology-enhanced collaborative assessment to maximise the educational value of exercise science internships.

This article presents the results of a study conducted to examine the influence of the fourth industrial revolution (4IR) on the accounting profession, focusing on the viewpoints of accounting academics in Ghana. The study adopted a qualitative research approach, collecting primary data through interviews. The data were then thematically analysed. The study reveals that 4IR technologies have become increasingly feasible for organisations of all sizes in Ghana, in the preparation and communication of financial information. However, the study suggests that the use of 4IR technologies is not expected to lead to significant job redundancies within the accounting profession in Ghana. To remain competitive, accountants should enhance their skills in information and communication technologies (ICT) through continuous professional development programmes, enabling them to overcome any challenges presented by the 4IR. The study also emphasises the importance of integrating various accounting technologies appropriate for the 4IR work environment into the curriculum of higher education institutions, and promoting innovative teaching and learning methods. This study provides valuable insights into the perceptions of accounting academics in Ghana on the impact of the 4IR on the accounting profession, offering recommendations to higher education institutions on effectively training accounting graduates to thrive in the 4IR work environment.

Evidence indicates that undergraduate students value the Me in a Minute video strategy as a mechanism for developing employability articulation skills. However, an in-depth analysis of students’ ability to create a Me in a Minute video that effectively articulates employability strengths has not been conducted. An assessed Me in a Minute module (assignment) was implemented in a third-year capstone subject within undergraduate non-specialist health science degrees to support students in developing their employability articulation skills. Module assessments included a preparatory mid-semester self-evaluation, a Me in a Minute video, and an end-semester reflection consisting of Likert-scale and open-ended responses. This study aimed to determine students’ ability to create an effective and professionally delivered Me in a Minute video, as well as student perceptions of their employability skills and the module activities. Student work (preparatory evaluation task, video and reflection) was analysed quantitatively and qualitatively. Mid-semester, students highly rated their discipline knowledge and skills, as well as their transferable skills and personal attributes. Analysis of videos showed that students had aptitude for drawing on relevant experiences but generally struggled to substantiate their claims with tangible evidence. Less than half of the videos were assessed to be professional artefacts. Despite these findings, students highly valued the module and felt the activities supported them in developing their ability to articulate employability strengths. In conclusion, the Me in a Minute video strategy is perceived positively by health science students, but further support is needed to help them develop skills in evidencing achievements and professional presentation.

As artificial intelligence (AI) transforms workplaces, understanding how future graduates engage with AI technologies is crucial for enhancing employability. This study investigates higher education students’ familiarity with and perceptions of generative artificial intelligence (GenAI) in their learning. Using the Technology Acceptance Model (TAM) and incorporating personal innovativeness in information technology, we examined factors influencing students’ adoption of GenAI. An online survey was conducted between April 30 and May 11, 2024, with 233 students from a college in northern Israel completing the questionnaire. Results revealed significant positive correlations, supporting the study’s theoretical framework. Personal innovativeness was strongly related to TAM variables. Perceived usefulness, perceived ease of use, attitude toward use and behavioural intention to use the technology were each significant predictors of actual GenAI use. Gender and field of study influenced adoption, with both males and students studying information systems and economics showing higher usage rates. To the best of our knowledge, this study is the first to integrate TAM with personal innovativeness and demographic factors to assess student engagement with GenAI. The findings provide a theoretical and empirical foundation for understanding student responses to new technologies in higher education. The identified gender gap and field-based differences suggest that tailored approaches are necessary to enhance student engagement with GenAI tools. Overall, the findings imply that teaching practices should include scaffolded, inclusive strategies that foster GenAI literacy, adaptability and ethical awareness. Such approaches may strengthen students’ preparedness for AI-enhanced workplaces and support higher education’s role in assuring graduate employability.

This study explored the development and implementation of a Career Plan assessment task within an undergraduate degree. The task was designed to support first-year university students in exploring and positively developing their professional identity and confidence in achieving their career goals. Embedded within the curriculum, the assessment required students to complete five structured steps: Source, Analyse, Identify, Develop and Reflect. Through these steps, students identified, explored and demonstrated their self- and career-opportunity awareness, recognised and developed their employability skills and career aspirations, and clarified their sense of purpose for their future career direction. Evaluation of this task highlighted its positive impact on students, revealing growth in their confidence and professional identity. The structured nature of the task provided a clear framework for career planning, equipping students with practical skills and fostering a deeper understanding of their career aspirations. Overall, the findings demonstrate that this career planning intervention was both effective and highly valued by students, supporting their vocational development and career readiness during their transition into university life.

Within initial teacher education (ITE), there is a complex and dynamic relationship between the theoretical content delivered within university settings and the practical components experienced within schools. Strengthening the nexus between the two represents the ongoing work of teacher educators and an ongoing challenge for pre-service teachers. Extended teaching internships (e.g., of 12 months duration) provide opportunities to develop pre-service teachers’ knowledge through classroom application. These extended professional experience components are justified through how they facilitate entry into the profession and support graduate teachers’ traction within the early career phase – an outcome commonly referred to in Australian policy and public discourse as being ‘classroom-ready’. This mixed-methods research presents findings from an examination of a year-long internship. Through surveys and interviews, graduates shared their experiences and perspectives of what they gained from their involvement. Drawing on conceptual tools of community of practice and pillars of the Framework of Conditions Supporting Early Career Teacher Resilience, the analysis identified participants’ sense of belonging and employability as regular and significant outcomes of the internship. Participants reported feeling a sense of belonging to their internship school colleagues and to teaching, explaining this as an influential factor to graduate employment, early career traction and pathways that carried them beyond the early career phase. These findings have implications for the priorities and outcomes pursued through extended internships, especially during a time where employment-based internships are burgeoning. Further long-term research is needed to understand the extent of impact of extended internships on career trajectories and continuity.