Despite efforts to broaden the concept of graduate employability, there remains an overarching focus on developing industry-relevant employability skills. The skills-based approach is, however, too narrow and does not fully capture the complexity of graduate work-readiness. This paper argues for the redefining of graduate employability by embracing pre-professional identity (PPI) formation. PPI relates to an understanding of and connection with the skills, qualities, conduct, culture and ideology of a student's intended profession. The ‘communities of practice’ model is drawn upon to demonstrate how PPI can be developed during university years. Here, a student makes sense of his/her intended profession through multiple memberships and differing levels of engagement with various communities within higher education's ‘landscape of practice’. Example communities include professional associations, student societies, careers services and employers. Implications for stakeholders are discussed.

/pdf/re-conceptualising-graduate-employability-the-importance-of-1d9x5ww7zg.pdf

Re-conceptualising graduate employability: the importance of pre-professional identity

Extended institutional experience with ePortfolios grounded and framed this qualitative case study guided by the research question: Why, how, and with what success is reflection, as a teaching/learning process, employed among ePortfolio projects at Indiana University–Purdue University Indianapolis (IUPUI)? Thirty-two representatives of 16 varied ePortfolio projects in degree programs, campus-wide high-impact practices, and single courses participated in 27 hourlong, face-to-face, semi-structured interviews and provided supplemental documents for review. Qualitative data analysis software enabled collaborative data coding and analysis. Researchers adopted procedures to support reliability, trustworthiness, and transferability of findings throughout the research process. The nine findings cut across stereotypical ePortfolio distinctions, revealing widely shared purposes, practices, successes, and frustrations with reflection in ePortfolios. Reflection was seldom the primary motivator for ePortfolio adoption, but its importance was quickly recognized and valued. Students’ limited abilities to reflect typically surprised their instructors, who then pursued a range of strategies to help students improve their reflection skills. Faculty and student understandings of reflection had multifaceted effects on ePortfolio practice and experience. Though not easy to achieve, effective reflection practice appeared to be multi-dimensional and rewarding for students and instructors alike.

/pdf/examining-the-role-of-reflection-in-eportfolios-a-case-study-5fvgajh43r.pdf

Examining the Role of Reflection in ePortfolios: A Case Study

ePortfolios have been looked to as a tool for the direct assessment of student learning. Because the evidence used for assessment is actual student work, ePortfolios provide a view of learning that is not available through traditional methodologies such as student surveys and exams. This research examined 47 student ePortfolios completed as part of a first-year seminar course. Learning outcomes were assessed using both a rubric and identification of authentic evidence in the form of words and phrases to support rubric scores. Findings indicated that the ePortfolio is a rich source of evidence from which to assess learning and the authentic evidence was closely aligned with rubric scores. Rubric scores indicated the level of learning that occurred while student narrative provided insight into the level of student thinking and depth of thought around particular topics including understanding of self and exploration of majors and careers. When coupled together, an analytic rubric and examination of student narrative as authentic evidence provided a robust methodology for assessing student learning. As institutions across the United States seek to find ways to increase graduation and deepen learning, educational strategies including intrusive advising and mentoring, engaging classroom pedagogies, and highimpact practices are increasingly being implemented on campuses and in classrooms. Many campuses have focused on first-year students in an effort to build foundations for critical thinking, engagement on campus, and commitment to college completion. Others have used ePortfolios as a tool for assisting students in deepening and documenting learning in a course, academic program, or across the college experience. Regardless of the strategies implemented, most institutions have measured the success of initiatives using quantitative data such as grade point average, retention rates, and graduation numbers. This paper presents research completed to explore the outcomes of two educational strategies, first-year seminars and ePortfolios, in a way that goes beyond traditional quantitative measures of success. Using student narrative in an ePortfolio as authentic evidence of student learning, researchers sought to determine the level of achievement for five learning outcomes associated with a first-year seminar course.

/pdf/using-an-eportfolio-to-assess-the-outcomes-of-a-first-year-fjycrtv1zj.pdf

Using an ePortfolio to Assess the Outcomes of a First-Year Seminar: Student Narrative and Authentic Assessment

Online learning is currently garnering increasing interest. Through the Internet, all available data can be shared to anyone without limited accessibility. ePortfolio is one of the media for students and lecturers to share their knowledge online. Students can upload and share their works, and lecturers can access the works of students anytime and anywhere as long as they remain connected to each other. This learning process gives students the freedom to show their ability and skills without meeting face to face. In literature, ePortfolio has contributed numerous advantages to students and lecturers in terms of the competency, marketability, self-confidence, and visibility of the students. This paper analyzes the development of ePortfolio contents to ensure the reliability of the instrument used. Furthermore, the challenges to implement ePortfolio in the learning system in Malaysia are determined. A total of 100 respondents, who are educators and students from public higher education institutions in Malaysia, participated in the Google survey form to share their perspective on the development of ePortfolio and the challenges of its implementation in the learning system. The majority of the respondents gave positive feedback on the development of ePortfolio as one of the holistic approaches to evaluate a student’s knowledge and skills.

/pdf/eportfolio-a-descriptive-survey-for-contents-and-challenges-1k2hn6yzq8.pdf

ePortfolio: A Descriptive Survey for Contents and Challenges

Drawing from a design and development research approach, specifically model research, this study investigated the perspectives of higher education faculty and administrators regarding their experiences with a university-wide electronic portfolio implementation initiative. Participants in the study were fifty-two faculty and administrators at a large research university in the United States who were either continued users or recent abandoners of electronic portfolios. Survey and interview data were used to understand participant perspectives on the electronic portfolio implementation process, including perceived enablers and barriers to adoption of this instructional technology. Study findings and Diffusion of Innovation (DOI) theory informed the development of a six-component electronic portfolio implementation framework. Three external experts in systemic change were then asked to review the framework. Feedback from these external experts was incorporated into a revised version of the framework that is presented here. The framework can be used by an educational institution to support the successful adoption and integration of electronic portfolios regardless of where the organization is within the implementation process.

/pdf/enabling-systemic-change-creating-an-eportfolio-1ytotka0sb.pdf

Enabling Systemic Change: Creating an ePortfolio Implementation Framework through Design and Development Research for Use by Higher Education Professionals.

ePortfolio Pedagogy, Technology, and Scholarship: Now and in the Future.

19: please read while texting and driving

ePortfolios for Learning, Assessment, and Professional Development

Current Trends and Future Directions Regarding ePortfolio Research

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ePortfolio Pedagogy, Technology, and Scholarship: Now and in the Future.

19: please read while texting and driving

ePortfolios for Learning, Assessment, and Professional Development

Current Trends and Future Directions Regarding ePortfolio Research