Industry worldwide calls for highly qualified STEM graduates that are ready to work. Work-integrated learning (WIL) has been implemented to address this need. WIL is a strategy to bridge the gap between theory and practice, and emphasize "employability." However, students often perceive a confusing disconnect between their training and…

This paper explores the views that students and employers have on innovative work-based learning (WBL) programmes in English higher education. The experiences of both students and employers were analysed methodologically, using the organizational story-telling framework (Gabriel, 1999). The themes that have emerged are learning support,…

In this article, relevance of practice during university studies is highlighted, as well as the main stages of its organisation, qualitative parameters, as well as criteria and indicators that validate them are defined. Discussion on the idea that taking into consideration qualitative parameters of organising practice as a component of studies…

A study tested the claim that work-based learning can have positive effects on academic learning. Data were obtained through interviews with faculty, staff, students, and employers, and observation of classroom-based links to the work-based learning components at three sites involved in a work-based learning project. At the three sites, a total of…

Describes potential contributions of theories of person-environment fit to understanding of the transition from school to work. Provides specific implications for integrating these concepts into school-to-work programs including: students need to spend time in exploration that leads to self-knowledge; programs should teach elements of…

Addresses questions that need to be considered in future theoretical and research agendas about how extant career theories provide conceptual insights into the content and process of school-to-work transition. Questions include (a) "Why are career theories not developed to account for the school-to-work process?"; and (b) "Are the proposed career…

Concerns about the isolation of youth and the decline of available social capital have given rise to a new wave of workplace mentoring programs focused on youth in poverty. Most such programs have targeted youth in school and community settings; however, youth mentoring efforts in workplace settings are becoming increasingly prevalent for several…

In Finland, ammattikorkeakoulu (AMK) or higher vocational education institutions or polytechnics are professionally and practically oriented; their teaching and learning methods reflect approaches different from those of universities. Training and learning methods focus on learning by doing. Project work used in polytechnic programs offers…

Career development theories do not typically highlight their relevance to the school-to-work transition process. This issue features articles that examine how several prominent career development theories (person-environment fit, social learning, developmental, and social cognitive) can be brought to bear on this process. Three discussants assess…

Discusses contributions of Krumboltz & Worthington, 1999; Lent, Hacket, & Brown, 1999; Savickas, 1999; Swanson & Fouad, 1999 to the application of career development theories to the school-to-work transition. Concludes with recommendation that theory-building efforts derived from the individual experience of work-bound youth should be included in…

Provides an overview of the series of articles and an overview of the historical context of previous theory-based models for career guidance in schools. Argues that school to work is not an intellectual strategy but an economic and political strategy that needs to be examined carefully, especially in relation to students' career needs and…

Fourteen school-to-work programs characterized by strong work-based learning components and solid employer involvement were examined in a 3-year study to identify pedagogical factors associated with successful work-based learning programs. The main data collection activities were as follows: site visits to the 15 programs to interview faculty,…

Dykeman and colleagues developed a taxonomy of career development interventions used in United States secondary schools that can help career and technical education (CTE) practitioners evaluate and improve the effectiveness of guidance programs. The interventions include introductory, advising, curriculum-based, and work-based interventions.…

To raise vocational completers' academic achievement through school reform, the High Schools That Work (HSTW) network of the Southern Regional Education Board (SREB) promotes 10 key practices for raising academic achievement. The impact of these key practices was examined in a study of how 424 schools adopted them in the following six clusters:…

A cross-case study approach was used to determine how school-to-work reform affects clients and participants and to identify elements critical to the success of school-to-work systems. Fourteen school-to-work reform initiatives in communities across the United States were examined by using a research protocol that included individual interviews,…