Venkata Yanamandram

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.

Career development learning (CDL) is an approach to developing student employability that enables students to reflect on and plan their future careers through engaging in activities outside or within their degree. Building on literature arguing for the benefits of integrating CDL within curriculum, this study examines academics’ perceived roles facilitating CDL. Informed by the principles and processes of Interpretive Phenomenological Analysis (IPA), 55 academics were interviewed from one institution, enabling responses to be examined through a common lens of teaching, policy and governance structures. Findings demonstrate that while some participants broadly understood the value of CDL, the term CDL is not well known. Further, while CDL strategies within teaching contexts occur, they are mostly unplanned or dialogic. This paper presents a taxonomy of current practice, featuring 11 diverse roles for facilitating CDL within curriculum grouped as absent, implicit and explicit approaches. The paper offers recommendations for a university-wide agenda for employability that features CDL strategies embedded across core curricula.

Purpose: Work-integrated learning (WIL) is a strategy that enhances student learning and employability by engaging students in real-world settings, applications and practices. Through WIL, tertiary education institutions forge partnerships with industry to provide students with access to activities that will contribute to their career-readiness and personal growth. The purpose of the paper is to explore academics perceptions of WIL from non-vocational disciplines, where WIL opportunities are less prevalent.Design/methodology/approach: The study employed a qualitative, case-study methodology to unpack academics' reflections on the question “What does WIL mean to you?” Semi-structured interviews were conducted with 33 subject coordinators across a number of non-vocational degrees at one university in Australia. Open coding and thematic analysis was used to explore qualitative data and identify common themes.Findings: Data suggest that academics largely have placement-based understandings of WIL that cause tensions for embedding WIL meaningfully in their courses. Tensions surface when WIL is perceived as a pedagogy that contributes to the neoliberal agenda that sits in conflict with theoretical approaches and that restrict notions of career.Originality/value: Although WIL is not relevant in all subjects, these understandings are a useful starting point to introduce WIL meaningfully, in various ways and where appropriate, in order to provide students opportunities for learning and employability development. The paper has implications for faculty, professional learning and institutional strategies concerning WIL for all students.

To better understand and predict tourism demand, we introduce the concept of vacation dedication to the tourism literature. Vacation dedication is a form of enthusiasm for and devotion to going on vacation. It is an enduring urge to go on a vacation that is so strong that it persists in spite of external constraints. We empirically test its links to the well-established constructs of travel involvement, commitment, and tourist identity. Affective commitment emerges as most strongly associated with vacation dedication, pointing to an important emotional component.

Purpose: The purpose of this paper is to identify the factors influencing Indonesian students’ choice of university by estimating the trade-off students make in selecting a university. Design/methodology/approach: Conjoint analysis was used to examine the relative importance and the part-worth scores of the attributes that influence students’ public university preferences in Indonesia. Findings: High-school leavers in Indonesia trade off university preferences and view advice from family, friends, and/or teachers, reputation, and job prospects as important factors for selecting a public university. Two different preference-based segments of prospective students were identified from cluster analysis, and classified as either a “social networks-based decision” or a “rational decision” segment. A choice simulator was employed with three propositions, and the segments were found to have dissimilar preferences. Research limitations/implications: While this paper provides insights on higher-education consumer choice, more research is needed that includes samples from different types of higher-education institutions and fields of study. Practical implications: A greater understanding of student choice can help to inform marketing practices and customize marketing strategies for each segment by providing important information to principal parties involved in making university choice decisions. Originality/value: This paper demonstrates the relevance and value of conjoint analysis as an effective analytical tool for the identification of important choice criteria and its potential contribution to the development of more effective marketing strategies.

Purpose: Big data analytics (BDA) helps service providers with customer insights and competitive information. It also empowers customers with insights about the relative merits of competing services. The purpose of this paper is to address the research question, “How does big data analytics enable frontline employees (FLEs) in effective service delivery?” Design/methodology/approach: The research develops schemas to visualise service contexts that potentially benefit from BDA, based on the literature drawn from BDA and FLEs streams. Findings: The business drivers for BDA and its level of maturity vary across firms. The primary thrust for BDA is to gain customer insights, resource optimisation and efficient operations. Innovative FLEs operating in knowledge intensive and customisable settings may realise greater value co-creation. Practical implications: There exists a considerable knowledge gap in enabling the FLEs with BDA tools. Managers need to train, orient and empower FLEs to collaborate and create value with customer interactions. Service-dominant logic posits that skill asymmetry is the reason for service. So, providers need to enhance skill levels of FLEs continually. Providers also need to focus on market sensing and customer linking abilities of FLEs. Social implications: Both firms and customers need to be aware of privacy and ethical concerns associated with BDA. Originality/value: Knitting the BDA and FLEs research streams, the paper analyses the impact of BDA on service. The research by developing service typology portrays its interplay with the typologies of FLEs and BDA. The framework portrays the service contexts in which BD has major impact. Looking further into the future, the discussion raises prominent questions for the discipline.