Research activity

The Business Edge team has an active interest in research and a growing research profile.

Current research areas include graduate employability, team work, student engagement, work integrated learning, workplace learning and the scholarship of teaching and learning.

Current research areas include:

Employability skills

The Business Edge program is dedicated to enhancing graduate employability in ECU graduates through the development of non-technical skills. Key examples are working effectively with others, communicating effectively, thinking critically and self-management. These, among others, are considered vital by today’s employers and a key consideration when recruiting graduates. Business Edge’s success in the teaching and learning of non-technical skills relies not only on quality programs and strong facilitators but also innovative research in the field.  Business Edge has conducted a major project on framing industry-relevant non-technical skills, producing the Business Edge Employability Skills Framework, and mapping the program’s curriculum to ensure alignment with employer needs. A number of staff have undertaken research in these areas.

Recent publications include:

  • Riebe, L., Roepen, D., Santarelli, B., Marchioro, G. (2010) Teamwork: effectively teaching an employability skill. Education + Training, 52(6/7), 528-539.
  • Jackson, D. (2009a) Undergraduate Management Education: Its place, purpose and efforts to bridge the skills gap. Journal of Management and Organisation, 15(2), 206-223.
  • Jackson, D. (2009) Profiling industry relevant management graduate competencies: the need for a fresh approach. International Journal of Management Education, 8(1), 85-98.
  • Jackson, D. (2010) An international profile of industry relevant competencies and Skill gaps in modern graduates. International Journal of Management Education, 8(3), 29-58.
  • Jackson, D., Chapman, E. (2010) Business graduate skill sets – summary report.
  • Perth, Australia: University of Western Australia. (ERIC Document Reproduction Service No. ED 511 910).
  • Jackson, D., Chapman, E. (in-press) Non technical competencies in undergraduate business degree programs: Australian and UK perspectives. Studies in Higher Education.
  • Jackson, D., Hancock, P. (in-press) Developing non-technical skills in undergraduate degrees in business and their transfer to the workplace. Invited paper by Education Research and Perspectives.

Current research projects include:

Researchers:
  • Denise Jackson, Linda Riebe and Ruth Sibson.

This one year project will evaluate the effectiveness of the Business Edge (BE) learning program in developing the skills defined in the BE Employability Skills framework. Students across the BE program will reflect and report on how the skills were developed and their perceived competence in each. This will highlight program areas requiring curricula and pedagogical review and provide students with a comprehensive audit of their employability skills, preparing them for job applications and improving their learning transfer.

Work-Integrated Learning (WIL)

The inclusion of work-integrated learning (WIL) in the curricula is growing in popularity in the higher education sector. WIL is learning that occurs from an integration of disciplinary knowledge and skills and professional practice through workplace experiences. The intention of this type of learning is to increase student employability and assist in the transition from university to the workplace. WIL currently exists in various forms including: internships; work placements; industry based learning; community based learning and practical projects.

In recent years, research on WIL has dramatically increased. Much of this research focuses on the integration of WIL in the curricula, assessment and evaluation, and the development of employability skills.

Current research projects include:

  1. Developing Work Integrated Learning (WIL) in BES3100 Career Planning Development.

The Australian higher education sector is responding to pressure from the government, industry and community to act in response to skills shortages and the demand for job-ready graduates. Work Integrated Learning (WIL) is one way of developing graduate attributes and employability skills. The major objective of this project is to identify ways of improving the student learning experience in relation to WIL in the Business Edge program’s capstone unit – BES 3100 Business Career Planning. The aim of the project is to develop the resources and processes needed to facilitate the placement of students and the administration needed to supervise and support student learning in that unit.

Recent publications and conference presentations include:

  1. Sibson, R. & Russell, D. (2011). Sport, recreation and event management practicum placements, students, host agencies and universities: What do stakeholders expect? Refereed Proceedings of Teaching & Learning Forum, Perth, WA, February 2011. 
  2. Sibson, R. & Russell, D. (2010). Sport, recreation and event management practicum placements: An analysis of student and supervisor expectations and perceptions. Refereed Proceedings of E-Culture Conference, Perth, WA, November 2010. 
  3. Le Clus, M. (2010). Work integrated learning from three perspectives: Student, Unit Coordinator, and Industry supervisor. Paper presented at the Australian Collaborative Education Network (ACEN) Conference, Perth, Western Australia.
  4. Sibson, R. & Russell, D. (2010). Sport, recreation and event management student practica: A comparison of student and host agency supervisor perspectives. Sport Management Association of Australia and New Zealand Conference, Wellington, NZ.

First year Experience (FYE)

The First year Experience (FYE) has received much attention in recent years. This is because research has found that a student’s success at university can be determined by their experiences in the first year of study. Much of the research that focuses on the FYE that has occurred to date has been around the curriculum. In recent years, research attention has moved toward a greater consideration of the socio-cultural aspects of the FYE, the International first year student, and assessment and evaluation in the first year – just to name a few.

Current research projects include:

  1. ‘Is this course right for me’? Bridging the gap between first year business students’ expectations and experiences.

Researchers:

  • Dr Megan Le Clus and Dr Dale Sanders.

The aim of this study is the gather the expectations of first year tourism and hospitality students when they arrive at university (during Week 1) to explore the relationships between those expectations and their experiences as reported by them toward the end of that semester (in Week 12 or 13).