The Victoria University Graduate Capabilities - Business Integrated Learning - Case Study Example

BUSINESS INTEGRATED LEARNING Name Course: Tutor Institution City and State Date: Business Integrated Learning Discussion on Graduate Capabilities The Victoria University Graduate capabilities are wholesome. This institution of higher learning focuses on the development of graduates who can produce high performance in the workplace (Alexander 2011, p.10). Furthermore, the concept of graduate capabilities is an integrated process in the institution’s learning that provides a student with the necessary skills such as communication. At the same time, they develop collaborative learning through underpinning concepts. One of the methods used to develop graduate capabilities is group learning. In that way, workshops, lectures, seminars, tutorials and practical sessions are organized. The idea is to pave the way for both formal and informal learning while targeting to enhance a graduate’s capability (Alexander 2011, p.11). However, the success of such learning is dependent on the seriousness of a student in a group as well as their commitment. Also, it is influenced by the level of understanding of the teachers and the quality of their engagement with the students. The reason is that the entire idea of graduate capabilities is focused on togetherness of the learners as well as the establishment of their learning environments. In this case, the analysis of the graduate capabilities is taking place in an internship where Computer Science skills are tested. The role of the assessment of capabilities is to determine the mastery of content and most importantly, the quality if learning at VU. The reason is that University education is one of that impacts heavily in the professionalism of graduates (Ash & Clayton 2009, p.19). As such, it is a critical aspect of the development of careers of different students and especially those from VU. Therefore, different graduates are tested in their particular workplace environment to determine their capacities in heading different roles based on their courses. On that light, the first requirement of this graduate assessment capabilities is to identify the relevance of the course content and its practicality in the professional world. It is not enough to graduate from VU, but a graduate should show the ability to conform and adapt to the workplace environment. Second, is the determination of knowledge accumulation at the workplace. The need for an educated population is essential as it provides for the convergence of the impacts of globalization (Pritchard & Roberts 2009, p.21). As such, the application of knowledge accumulation has over the years played a huge part in economic development. In that light, there are various ways that the role of a Computer Scientist has been developed in this assessment of graduate capabilities (Ash & Clayton 2009, p.20). It has been achieved through enhanced computing power, attending seminars and workshops, regular visits to clients with varying issues such as software and hardware failure. The combination of such has helped in building a strong character and more one that matches the model of a VU graduate. At the same time, with the right environment, it becomes easy to make critical decisions as well as teach other graduates entering the professional field. Lastly, the assessment of graduate capabilities helps in the determination of the potential of new entrants in filling former positions in the workplace. Graduate knowledge is not enough and may differ slightly with the demands of the professional world. As such, a distinguished graduate should have a high ability to integrate and learn in the workplace environment (Alexander 2011, p.15). The level of conformance and learning new skills is the determinant of whether an individual has what it takes to fill a former job position. Therefore, another key area of improving graduate capabilities in this assessment is through keen observation and concentration in the workplace (Pritchard & Roberts 2009, p.22). Every detail concerning the workplace plays a crucial role in the development of a professional computer scientist. In that way, such an individual can relate their role in an organization with other supporting functions without intruding into other people’s work. Relevance of University Studies University education provides graduates with lots of opportunities once they join the professional world. Therefore, it remains in their hands to determine the career path they want to follow while following their dreams (STOECKER 2016, p.12). In that way, with a graduate qualification, one gets the chance to access a wide array of jobs that require such an achievement. In today's world, one of the requirements by employers is a degree. Some companies are specific while others are not. It all relies on the nature of the job, for instance, the specificity of the tasks assigned to interns and new job entrants (STOECKER 2016, p.14). As such, it is imperative that one finds a way of using their graduate capabilities in the workplace to as one of the ways of showing good performance. Such can be done during graduate recruitment where employers look for fresh talent from Universities. Thus, university education improves plays a role in shaping the growth of a person as a professional. Another critical part of university education is that it helps in creating a human resource as one of the demands of the modern world (Hager & Holland 2006, p.15). Today, there are lots of functions in organizations which requires varying skills, for instance, Computer networking. Therefore, graduates have the task of fulfilling these positions as a way of creating a human resource. More so. Find the jobs of their dreams where they can apply their graduate capabilities in the bid to find well-paying jobs. Therefore, the course content learned in the classroom is important and should act as the stepping stone to building a career irrespective of the fact that it may differ from what is offered in the real world (Hager & Holland 2006, p,16). Notably, the ability to conform is one of the elements that helps an individual prepare the development of their career path. Most importantly, learn from mistakes while utilizing the knowledge gained from the course content. The opportunity of getting a university education is a way of providing graduates with financial independence once they land on jobs or get self-employed (MCMAHON 2009, p.28). It is during the learning period that once understands the idea of socializing and how it impacts on their ability to network with professionals. In that way, they get to know the demands of the professional world and more so what areas to concentrate on. Therefore, they also get psychologically prepared for job searches. Most importantly, get rewarding jobs that match their desires. As such, an individual feels inclined to develop skills such as programming in computer science in the bid to get rewarding jobs. Therefore, in this assessment of graduate competencies, preparation of an individual for career development is essential (MCMAHON 2009, p.29). It is one of the steps that determines a person who knows what they want and another who is struggling to find their way in the job market. Unfortunately, it is a decision that comes from deep within an individual. While at the university, students are exposed to different cultures as well as social environments. As such, they get the chance to interact with various individuals including professionals (Pritchard & Roberts 2009, p.24). In that way, they get prepared for the job market and most importantly what they should focus on. Furthermore, such interactions provide a means of learning new things aside from the classroom lessons (Ash & Clayton 2009, p.22). Therefore, active students benefit in lots of ways and more so in building their professional career. Universities are also the places where people learn skills and tricks, for instance, conducting research. In that way, one gets complementary skills crown their graduate capabilities while looking for their dream jobs. Analysis of Individual Learning One of the ways through which individual learning occurred while at VU is service-learning. As a student, one get involved in various experiments as a learning strategy with the aim of improving classroom teachings. It is also a means of getting experiences related to academics. In that way, a guided reflection is important in the critical analysis of graduate experiences and most importantly the quality of learning (Pollard & Welch 2006, p.17). Therefore, service learning is one of the ways that provides an avenue for reinforcing friendships. During experiments, interested parties may be curious to know about what is happening. At such a time, bonds may be created when like minds meet (Pollard & Welch 2006, p.20). Therefore, the learning environment is established such the need for more experiments is triggered. As a result, skills are developed, and individual learning takes place. The rigorous framework is another way of assessing individual learning. It entails the description of the experience, analysis based on learning categories and articulation of the outcomes (Rogers 2001, p.10). In the case of academic analysis, this framework provides a way of assessing personal experiences based on the content learned in the classroom. Therefore, a student gets a way of gauging their graduate capabilities and most importantly whether they can survive the competitive job market. Therefore, for a person with additional skills, they will develop the confidence to find their dream jobs (Ash & Clayton 2009, p.20). All aspects of personal experience are considered such as feelings, weaknesses strengths, assumptions, and traits (Rogers 2001, p.11). In that way, it becomes easy to create a self-picture concerning the demands of the job market and one's capabilities. As such, a graduate gets prepared since they understand their abilities and can tell what they can do. Unlike other frameworks, the rigorous method provides graduates with the reflection of their leadership and specifically, what should be done to improve their career path. The framework helps in the creation of an objective description while providing an evaluation of personal experiences in relation to one’s career. Such a reflection is critical in the creation of a positive attitude towards learning more skills in the job market (Bynner & Egerton 2008, p.24). It goes a long way in helping fresh graduates in achieving their objectives. Nowadays, the job market is very competitive and requires individuals who understand their capabilities through self-evaluation. Furthermore, it establishes the foundation for a graduate to increase their experiences while targeting to enhance their skillset. Such an attitude is good for the workplace environment as it triggers curiosity and most importantly, the need to learn new concepts (Morriss 2006, p.40). With that, a holistic is created since they understand their graduate capabilities and in that way can follow their dreams. List of References Alexander, G et al. "Reflection by a Higher Education Institution on Its Engagement with the Community". South African Journal Of Higher Education, vol 24, no. 3, 2011, African Journals Online (AJOL), doi:10.4314/sajhe.v24i3.63449. Ash, S. L., & Clayton, P. H. (n.d.). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education. 29, 137-154, 2009. Bynner, John Morgan, & Egerton, Muriel. (n.d.). The wider benefits of higher education. HEFCE. http://dera.ioe.ac.uk/5993/1/01_46_part1.pdf. Hager, P. J., & Holland, S. (2006). Graduate attributes, learning and employability. Dordrecht, Netherlands, Springer. http://public.eblib.com/choice/publicfullrecord.aspx?p=301773. E, Morriss, M. (2007). Digital portfolios: powerful tools for promoting professional growth and reflection. Thousand Oaks, CA, Corwin Press. MCMAHON, W. W. (2009). Higher learning, greater good: the private and social benefits of higher education. Baltimore, Johns Hopkins University Press. http://public.eblib.com/choice/publicfullrecord.aspx?p=3318397. Pollard, D., & Welch, O. M. (2006). From center to margins: the importance of self-definition in research. Albany, NY, State University of New York Press. http://site.ebrary.com/id/10579257. Pritchard, L., & Roberts, L. (2006). The mature student's guide to higher education. Maidenhead, England, Open University Press. http://site.ebrary.com/id/10175218. Rogers, Russell. Reflection In Higher Education: A Concept Analysis, 2001,. STOECKER, R. (2016). Liberating service learning and the rest of higher education civic engagement. http://public.eblib.com/choice/publicfullrecord.aspx?p=4543340. Read More