{"id":130433,"date":"2020-08-11T18:27:49","date_gmt":"2020-08-11T22:27:49","guid":{"rendered":"https:\/\/fsc-ccf.ca\/references\/developing-an-institutional-evaluation-of-the-impact-of-work-integrated-learning-on-employability-and-employment-2\/"},"modified":"2020-08-11T18:27:49","modified_gmt":"2020-08-11T22:27:49","slug":"developing-an-institutional-evaluation-of-the-impact-of-work-integrated-learning-on-employability-and-employment-2","status":"publish","type":"reference","link":"https:\/\/fsc-ccf.ca\/fr\/references\/developing-an-institutional-evaluation-of-the-impact-of-work-integrated-learning-on-employability-and-employment-2\/","title":{"rendered":"Developing an institutional evaluation of the impact of work-integrated learning on employability and employment"},"content":{"rendered":"

La participation des \u00e9tudiants dans l’apprentissage int\u00e9gr\u00e9 au travail (WIL) est g\u00e9n\u00e9ralement tenue pour am\u00e9liorer l’employabilit\u00e9 des dipl\u00f4m\u00e9s et les possibilit\u00e9s d’emploi. N\u00e9anmoins, il existe d’importantes recherches que les questions de la nature de cette relation. Pour de nombreuses raisons, les universit\u00e9s ne sont pas susceptibles de r\u00e9duire leurs efforts et l’int\u00e9r\u00eat pour WIL pour les \u00e9tudiants. Cependant, \u00e0 la fois l’assurance de la qualit\u00e9 et des processus d’am\u00e9lioration de la qualit\u00e9, il est important que les institutions d’\u00e9valuer la contribution de WIL \u00e0 l’employabilit\u00e9 des dipl\u00f4m\u00e9s et de l’emploi. Sur la base d’un examen critique de la litt\u00e9rature de recherche, la raison d’\u00eatre d’une proposition institutionnelle pour l’\u00e9valuation de la contribution de WIL \u00e0 l’employabilit\u00e9 des dipl\u00f4m\u00e9s et de l’emploi est \u00e9labor\u00e9 et pr\u00e9sent\u00e9. La litt\u00e9rature de recherche sugg\u00e8re que la relation entre WIL et les r\u00e9sultats des dipl\u00f4m\u00e9s est susceptible d’\u00eatre complexe et d\u00e9pend du contexte. Une m\u00e9thodologie que les autres peuvent adopter, adapter ou utiliser comme un stimulant pour la pens\u00e9e, dans leur propre contexte institutionnel unique est offert ici. Traduit a\u0300 l'aide de Google Translate<\/p>\n","protected":false},"excerpt":{"rendered":"

La participation des \u00e9tudiants dans l’apprentissage int\u00e9gr\u00e9 au travail (WIL) est g\u00e9n\u00e9ralement tenue pour am\u00e9liorer l’employabilit\u00e9 des dipl\u00f4m\u00e9s et les possibilit\u00e9s d’emploi. N\u00e9anmoins, il existe d’importantes recherches que les questions de la nature de cette relation. Pour de nombreuses raisons, les universit\u00e9s ne sont pas susceptibles de r\u00e9duire leurs efforts et l’int\u00e9r\u00eat pour WIL pour les \u00e9tudiants. Cependant, \u00e0 la fois l’assurance de la qualit\u00e9 et des processus d’am\u00e9lioration de la qualit\u00e9, il est important que les institutions d’\u00e9valuer la contribution de WIL \u00e0 l’employabilit\u00e9 des dipl\u00f4m\u00e9s et de l’emploi. Sur la base d’un examen critique de la litt\u00e9rature de recherche, la raison d’\u00eatre d’une proposition institutionnelle pour l’\u00e9valuation de la contribution de WIL \u00e0 l’employabilit\u00e9 des dipl\u00f4m\u00e9s et de l’emploi est \u00e9labor\u00e9 et pr\u00e9sent\u00e9. La litt\u00e9rature de recherche sugg\u00e8re que la relation entre WIL et les r\u00e9sultats des dipl\u00f4m\u00e9s est susceptible d’\u00eatre complexe et d\u00e9pend du contexte. Une m\u00e9thodologie que les autres peuvent adopter, adapter ou utiliser comme un stimulant pour la pens\u00e9e, dans leur propre contexte institutionnel unique est offert ici. [googletranslate_fr]<\/p>\n","protected":false},"template":"","reference-tag":[],"reference-type":[435],"class_list":["post-130433","reference","type-reference","status-publish","hentry","reference-type-journal-article"],"acf":{"citation":"Palmer, S., Young, K., and Campbell, M. (2018). Developing an institutional evaluation of the impact of work-integrated learning on employability and employment. International Journal of Work-Integrated Learning, 19(4), 371-383 . 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