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Career development learning (CDL) is an approach to developing student employability that enables students to reflect on and plan their future careers through engaging in activities outside or within their degree. Building on literature arguing for the benefits of integrating CDL within curriculum, this study examines academics' perceived roles facilitating CDL. Informed by the principles and processes of Interpretive Phenomenological Analysis (IPA), 55 academics were interviewed from one institution, enabling responses to be examined through a common lens of teaching, policy and governance structures. Findings demonstrate that while some participants broadly understood the value of CDL, the term CDL is not well known. Further, while CDL strategies within teaching contexts occur, they are mostly unplanned or dialogic. This paper presents a taxonomy of current practice, featuring 11 diverse roles for facilitating CDL within curriculum grouped as absent, implicit and explicit approaches. The paper offers recommendations for a university-wide agenda for employability that features CDL strategies embedded across core curricula.

Work-Integrated Learning (WIL) is an important pedagogical strategy for developing employability skills by immersing students in real-world understandings, applications and practices. Increasingly, universities are focusing on how WIL can be scaffolded across a degree, to involve students in a variety of WIL activities in order to apply disciplinary knowledge and skills. While placement models appear to be the dominant mode of WIL that are easily recognised within a degree structure, non-placement forms of WIL while emerging, remain less visible. This conceptual paper presents an institutional framework that accounts for a range of placement and non-placement WIL activities, to make WIL practices overt across a degree. It introduces the Work-Integrated Learning Curriculum Classification (WILCC) Framework that supports a university-wide approach for developing, mapping and reporting WIL. The WILCC Framework promotes the visibility of WIL across the institution, offers a common language for WIL across disciplines, and provides a tool to scaffold WIL experiences throughout degree programs.

Purpose: Work-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent. Design/methodology/approach: The study employed a qualitative, case-study methodology to unpack academics' reflections on the question "What does WIL mean to you?" Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes. Findings: Data suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career. Originality/value: Although WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

Career development learning (CDL) equips students with the skills, knowledge and resources to navigate their careers amidst dynamic work and learning environments. While CDL is known to be facilitated by central careers services in higher education institutions, embedding CDL activities within the curriculum is purported to be an effective approach to generate meaningful reflections that prepare students for their future lives. This study examined academics' perceptions and applications of CDL to understand the extent to which CDL is currently practiced in the curriculum. At one institution, interviews were conducted with 55 academics teaching across 101 subjects and in various disciplines. Findings demonstrate that most CDL is delivered informally or in isolation without a structured framework, highlighting the need to improve purposeful integration of CDL in the curriculum. Recommendations point to greater adoption of strategic institution-wide approaches to CDL, which ultimately impact students' employability choices, career decision-making, and preparation for the workforce. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to identify the factors influencing Indonesian students' choice of university by estimating the trade-off students make in selecting a university. Design/methodology/approach: Conjoint analysis was used to examine the relative importance and the part-worth scores of the attributes that influence students' public university preferences in Indonesia. Findings: High-school leavers in Indonesia trade off university preferences and view advice from family, friends, and/or teachers, reputation, and job prospects as important factors for selecting a public university. Two different preference-based segments of prospective students were identified from cluster analysis, and classified as either a "social networks-based decision" or a "rational decision" segment. A choice simulator was employed with three propositions, and the segments were found to have dissimilar preferences. Research limitations/implications: While this paper provides insights on higher-education consumer choice, more research is needed that includes samples from different types of higher-education institutions and fields of study. Practical implications: A greater understanding of student choice can help to inform marketing practices and customize marketing strategies for each segment by providing important information to principal parties involved in making university choice decisions. Originality/value: This paper demonstrates the relevance and value of conjoint analysis as an effective analytical tool for the identification of important choice criteria and its potential contribution to the development of more effective marketing strategies.

This paper examines student experiences and perceptions of two models of team-teaching employed at a regional Australian university to teach a large undergraduate marketing subject. The two team-teaching models adopted for use in this subject can be characterised by the large number of team members (ten and six) and the relatively low level of team involvement in the planning and administration of the team-teaching process. The paper examines students' experiences in an effort to identify the strengths and weaknesses of the team-teaching approach from the students' perspective. This paper contributes to our knowledge of teaching practice by identifying, amongst other things, aspects of the team-teaching approach that both facilitate and hinder student learning. Data for this study was collected on each teaching model through two identical surveys. In total, data was collected from 440 student responses. Despite the relatively weak forms of team-teaching adopted to teach this subject, the majority of the students liked the concept of team-teaching. The findings in this study suggest that team-teaching can facilitate student learning through the generation of interest and exposure to 'experts', but can hinder student learning if the team fails to act as a cohesive unit and work together to adequately link learning concepts. This study also argues that the most critical factor in determining the success or failure of a team-teaching effort is the actual composition of the team. A key implication of this study is that a team that comprises of "good teachers" (perceived as those skillful in teaching large classes) is far more important than a team comprising of "experts" in different knowledge areas. This aspect of team-teaching is often overlooked in the literature.

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models. [ABSTRACT FROM AUTHOR]

To better understand and predict tourism demand, we introduce the concept of vacation dedication to the tourism literature. Vacation dedication is a form of enthusiasm for and devotion to going on vacation. It is an enduring urge to go on a vacation that is so strong that it persists in spite of external constraints. We empirically test its links to the well-established constructs of travel involvement, commitment, and tourist identity. Affective commitment emerges as most strongly associated with vacation dedication, pointing to an important emotional component. [ABSTRACT FROM AUTHOR]

Big data analytics with its intricate insights is enabling service providers to better gauge customer needs. It is equally delivering information about the competitive landscape of services to customers. The frontline employees (FLEs) responsible for managing the diversified needs of these ‘informed customers’ face multiple challenges. The FLEs need not only information about their products/ services but also about markets and customers. A systematic review of the extant literature of big data and FLEs has helped to understand that FLEs need empowerment to adapt their services in high contact big data driven services. Empowerment as a concept is well known in management and psychology literature. The empowerment construct has predominantly remained to consisting of a single, and in a few cases, of multiple items. To facilitate effective service delivery in high contact big data driven services, FLEs need empowerment on multiple levels and there exists a significant gap in the literature about these constituent dimensions. This paper, synthesizing the relevant scholarly work, proposes a conceptual model for the empowerment construct. In doing so, this paper makes an important theoretical and managerial contribution towards the understanding of FLEs’ empowerment and its relevance in high contact data driven services. [ABSTRACT FROM AUTHOR]