Key points are not available for this paper at this time.
Higher education plays a key role in cultivating graduate employability, which is essential to meeting multiple individual, community, social and labour market needs. Universities prioritise employability through strategic goals and initiatives designed to foster work-ready graduates equipped with the skills, aptitudes, and knowledge needed to navigate self-determined career pathways. One core approach to delivering on the employability agenda is through work-integrated learning (WIL). Despite institution’s efforts to set targets to increase access to WIL for all students, there is little evidence on how these strategies are implemented, reported, and revised, particularly in resource-depleted environments. This paper illuminates how institutional directives can be enacted when transformative learning is centralised through relational, collegial conversations. It builds on Dean et al.’s (2020) paper to unpack how the WIL Curriculum Classification (WILCC) Framework has been executed through employability champions across the institution, who advocate for meaningful, contextually appropriate change that is co-designed with colleagues. These ‘significant conversations’ are the impetus for transforming students’ learning experiences and career readiness. The paper offers four vignettes to showcase how the WILCC Framework has been implemented and disseminated across local, institutional, cross-campus and international contexts through transformative engagement in relational dialogue. It outlines key recommendations for holding significant conversations to influence change and champion the employability movement.
Dean et al. (Tue,) studied this question.