Exploring learning and fit in the transition from higher education to the labour market: A systematic review |
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| Institution: | 1. Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven – University of Leuven, Dekenstraat 2 – PB 3772, B-3000 Leuven, Belgium;2. Psychological Sciences Research Institute, Catholic University of Louvain, Place de l’Université, B-1348, Louvain-La-Neuve, Belgium;3. Instructional and Educational Sciences, University of Antwerp, Gratiekapelstraat 10, B-2000, Antwerpen, Belgium;1. Connected Intelligence Centre, University of Technology Sydney, PO Box 123, Broadway NSW 2007, Australia;2. Centre for Research in Education and Educational Technology, Open University, MK7 6AA, UK;1. School of Education, University of New South Wales, Australia;2. College of Education, Victoria University, Australia;3. The University of the South Pacific;4. Dalhousie University, Canada;1. Centre for Outdoor Recreation and Education, University of Copenhagen, Noedebovej 77A, 3480 Fredensborg, Denmark;2. Department of Education, University of Aarhus, Tuborgvej 164, 2400 Copenhagen NV, Denmark;3. Health Promotion Research, Steno Diabetes Center, Niels Steensens Vej 2, 2820 Gentofte, Denmark;1. Center for Excellence in Higher Education, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium;2. Department of Education, Utrecht University, Heidelberglaan 1, P.O. Box 80.140, 3508 TC, Utrecht, The Netherlands;3. Department of Education Studies, University of California, San Diego, 9500 Gilman Dr. La Jolla, CA 92093, USA;4. Fontys Hogeschool and Eindhoven School of Education, De Lismortel 25, P.O. Box 347, 5600 AH, Eindhoven, The Netherlands;5. Institute for Education and Information Sciences, University of Antwerp, Venusstraat 35, 2000, Antwerp, Belgium;6. Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands |
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| Abstract: | The transition from higher education to the labour market is an important period for youngsters, characterised by extensive changes which act as triggers for learning. Furthermore, students’ educational background and the (in)congruence with their work context is important. Accordingly, the aim of this systematic review is to explore the role of learning and fit in the transition process. Results indicate that most emphasis is put on theoretical knowledge, communication, problem-solving, and learning skills. Although the perception on what has to be learned differs for employers, educators, and graduates, each group valued generic competences most. Results show that transfer can be experienced in three ways and the need for learning at work is stressed. Concerning fit, four types of fit are distinguished: vertical, horizontal, competence, and person-environment fit. Several personal background characteristics are shown to influence fit and findings indicate that fit has an influence on career progress and personal resources. |
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| Keywords: | Transition Higher education Learning outcomes Fit |
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