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Relating Work-Integrated Learning to Employability Skills in the Post-COVID-19 Era

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Smart and Sustainable Technology for Resilient Cities and Communities

Part of the book series: Advances in Sustainability Science and Technology ((ASST))

Abstract

Due to COVID-19, there have been several disruptions to the status quo, which has triggered several changes within the workspace as well as the higher education sector. As the latter seeks to readjust its teaching and learning approach by embracing online and distance learning models, one of the most critical components of the built environment, work-integrated learning (WIL), needs to be given greater attention in the era of the ‘new normal’. This is because, as the world embraces this new wave of digitalization, future graduates are required to possess innovative skills and attributes to transit easily into the world of work (‘new economy’). This article seeks to re-evaluate the importance of WIL as higher education institutions (HEIs) around the world reshape their curriculum in a bid to adjust to the significant changes caused by COVID-19. For this study, a quantitative research approach was adopted with close-ended questionnaires developed and administered to built environment professionals based in the Gauteng province of South Africa. Data obtained were analyzed using several statistical tools such as descriptive statistics (DS), mean item score (MIS), one-sample T-test (OST), and exploratory factor analysis (EFA). Findings revealed four clusters highlighting the key WIL attributes that are critical to graduate success. These include understanding of job responsibilities, enhanced learning, exposure to multi-disciplinary teams, and developing professional identity. While it may be easy for present-day universities to overlook WIL due to the various intricacies in evaluating and monitoring students’ participation due to online learning, this article makes a case for universities to adopt a more innovative approach to ensure that WIL is successfully executed due to its employability benefits for students. The outcomes of this study will be beneficial to university educators, higher education officials, policymakers, and even students.

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Author information

Authors and Affiliations

  1. cidb Centre of Excellence, University of Johannesburg, Johannesburg, South Africa

    John Aliu & Clinton Aigbavboa

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  1. John Aliu
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  2. Clinton Aigbavboa
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Editors and Affiliations

  1. KES International Research, Shoreham-by-sea, UK

    Robert J. Howlett

  2. KES International, Selby, UK

    Lakhmi C. Jain

  3. Cardiff Metropolitan University, Wales, UK

    John R. Littlewood

  4. Aurel Vlaicu University, Arad, Romania

    Marius M. Balas

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Aliu, J., Aigbavboa, C. (2022). Relating Work-Integrated Learning to Employability Skills in the Post-COVID-19 Era. In: Howlett, R.J., Jain, L.C., Littlewood, J.R., Balas, M.M. (eds) Smart and Sustainable Technology for Resilient Cities and Communities. Advances in Sustainability Science and Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-9101-0_3

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