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This paper explores the ways Arts students may be assisted in acquiring an explicit rather than a tacit understanding of their full range of graduate attributes. With this understanding, the students may be better able to represent themselves when seeking graduate employment and be more proficient at transferring their academically-acquired skills into the workplace.

Published abstract reprinted by permission of the copyright owner.

The volume from which this paper is taken is indexed in two parts at TD/TNC 80.451 and TD/TNC 80.452. Selected papers from this conference are indexed at TD/ACT 78.02 and TD/ACT 79.04; from TD/TNC 80.453 to TD/TNC 80.477 and from TD/TNC 80.614 to TD/TNC 80.617. Show less

This paper examines the effectiveness of a course aimed at pressing humanities students into forging explicit connections between their studies and part-time work. Students undertaking Griffith University's Workplace Learning Project were engaged in a series of reflective experiences to find examples of generic skills in their backgrounds (work, university courses, part-time work) and to work out how the generic skills were related to these experiences. Ample evidence of struggle was found as students forged connections and were awakened to connections that they had not seen before and to feelings of empowerment. There were also examples of direct application of the new meanings in practice. It was concluded that the techniques were effective in building connections between particularised meanings and coherent wholes.

Published abstract reprinted by permission of the copyright owner.

Volumes of papers are indexed at TD/TNC 90.162 and TD/TNC 90.163. Selected individual papers are indexed from TD/TNC 90.164 to TD/TNC 90.211. Show less