Why education and training rarely equips the learner for work: New study

A new research briefing looking at why a university education and much training fails to equip students for the world of work has made an interesting finding…

In October 2017, one of the research briefings we sent out to members looked at a (then) new study looking at why a university education and much training fails to acquit  students for work. The study is unusual in that it examines the transition people have to make from the role of student to the role of professional.

• Conditioning
• Transitions
• Identity
• The student identity
• The difference that makes the difference
• Conclusions
• Reference

Conditioning

One of the problems that the researchers discovered is that students are being conditioned throughout their studies and during training events to be successful in that environment. Further it has been found that some students find it difficult to adapt quickly to an organisational environment, where the standards and assessments of success differ significantly.

Transitions

What this study discovered was that the issue revolves around moving or transitioning from an identity of being a student and a recipient, to being an active and proactive member of a team with differing purposes and aims.

99% of everything you are trying to do...

...has already been done by someone else, somewhere - and meticulously researched.

Get the latest research briefings, infographics and more from The Oxford Review - Free.

Success! Now check your email to confirm your subscription.

There was an error submitting your subscription. Please try again.

First Name

Email Address

We use this field to detect spam bots. If you fill this in, you will be marked as a spammer.

I'd like to receive the free email course. Yes please We won't send you spam. Unsubscribe at any time. Powered by ConvertKit

Identity

Further the research discovered that the identity an individual takes on is significantly shaped by the type and form of feedback they receive in either setting. We all tend to behave and construct our thinking, based on our expectations of what the environment demands. In other words, our behaviour and thinking changes dependent on the identity we assume in any particular context. The identity of a student is very different from that of a contributing member of a team with responsibilities and accountability. Additionally, the relationships a student has with their peers and their trainers / lecturers vary considerably to the relationships they will have with their co-workers, managers and leaders. Again, these relationships are critical indicators of the identity we assume in any situation.

The student identity

The researchers found that the key elements of a student identity are moulded and constructed by the tasks that they have to undertake and the relationships they have with others.

Essential elements of a student identity are:

1. To be in attendance
2. To listen
3. To stay quiet until addressed
4. To follow the predominant thinking rubric
5. To accept and apply frameworks and theories
6. To accept what has been taught
7. To avoid and reduce ambiguity
8. To focus on themselves
9. To compare their own performance with their past grades
10. To demonstrate learning
11. To get a clear direction
12. To follow the direction of the trainer or lecturer
13. To get clear feedback on performance with grades.

The worker identity

As may be expected the core identity elements of someone in work is significantly different from that of the student. The researchers found that the essential elements of the workplace identity include:

1. Active participation
2. Increasing levels of control
3. The need to go beyond the dominant rubric
4. The ability to be able to challenge frameworks
5. The ability to think situationally and change thinking from context to context
6. Cope with and accept ambiguities and uncertainties
7. Focus on the team and the organisation
8. Compare their performance in relationship to other workers
9. Be engaged in a manager employee relationship
10. To demonstrate performance within the workplace
11. To be able to work without supervision and often without clear guidance
12. The ability to build to work towards understanding goals and deliverables
13. To understand a variety of expectations and complex interpretations.

The difference

As can be seen from these the elements of the student and work identity are significantly different. Additionally, the relationships that a student has with their peers and teachers are significantly different and have considerably different expectations to those they will have in the workplace.

In short, the skills, knowledge, attitudes and relationships one needs to succeed in a learning environment are significantly different to those required in a working environment. So, whilst at a knowledge level, the learning appears to be focused on equipping people to enter the workplace, at a deeper level, that of identity, the development is significantly different. It is exceptionally rare for either the learning environment or the work environment to explore these differences, to enable the student to focus on the transition into a work place identity more easily.

Conclusions

The researchers conclude that educational and training environments should engage with helping the students develop a “work-ready” identity so that they are equipped to enter the workplace. This they feel will help increase the transfer of learning into the workplace.

Reference – members login to see the reference and access all your other resources

Not a member? – Apply to join now and get:

1. Weekly research briefings sent direct to you every week
2. A copy of the Oxford Review containing between twelve and sixteen additional research briefings every month
3. Research Infographics
4. Video research briefings.
5. The occasional special reports / short literature reviews on topics that appear to be getting a lot of research attention or if there has been a recent shift in the thinking or theory
6. The ability to request a watch list for new research in keyword areas (as long as it is within the realms of:
   1. Leadership
   2. Management
   3. Human resources (not legal aspects)
   4. Organisational development
   5. Organisational change
   6. Organisational learning
   7. Learning and development,
   8. Coaching
   9. Work Psychology
   10. Decision making
7. Request specific research / brief literature reviews
8. Access to the entire archive of previous research briefings, copies of the Oxford Review, infographics, video research briefings and special reports.
9. Access to Live Reports – continually updated as new research on the topic is released
10. Members only podcasts – research briefings in audio – coming soon
11. Live continually updated reports

Be the most up-to-date person in the room

Be impressively well informed

Get the very latest research intelligence briefings, video research briefings, infographics and more sent direct to you as they are published

Be the most impressively well-informed and up-to-date person around...

Success! Now check your email to confirm that we got your email right. If you don't get an email in the next 4-5 minutes something went wrong: 1. Check your junk folder just in case 🙁 2. If it's not there either, you may have accidentally mistyped your email address (it happens). Have another go. Many thanks

There was an error submitting your subscription. Please try again.

First Name

Email Address

We use this field to detect spam bots. If you fill this in, you will be marked as a spammer.

I'd like to receive the free email course. Yes Please Powered by ConvertKit