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EPortfolios, Professional Development and Employability: Some Student Perceptions
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Campus-Wide Information Systems Volume 28, Number 3, ISSN 1065-0741

Abstract

Purpose: The purpose of this study is to explore business students' views about using ePortfolios at Victoria University (VU) in Melbourne. It also examines the extent to which students present ePortfolios to prospective employers in applying for jobs. Design/methodology/approach: This paper draws on the literature on ePortfolio use and the role of ePortfolios in the recruitment process together with results from an online survey of Professional Development students about the use of ePortfolios and the PebblePad platform. Findings: An analysis of online responses examines student views about the usefulness of ePortfolios, the PebblePad platform, and the relevance of an ePortfolio assessment task. The findings suggest that few students use or expect to use ePortfolios beyond the assessment requirements and highlight students' polarised views about the usefulness of PebblePad. Research limitations/implications: VU's Business Faculty needs to adopt a whole-of-course approach to embedding ePortfolios in the curriculum. Practical implications: At VU, ePortfolios are promoted to students as a personal learning system and as a creative means of communicating their employability skills. The findings suggest a need to review how ePortfolios are used, promoted and assessed in VU's programs. Originality/value: EPortfolios offer a structured, digital space where students can present evidence of employability skills and reflective capacity. While VU's Business students develop an ePortfolio to showcase their skills in one mandatory subject, ePortfolios must be better promoted as offering a medium for students to develop, store, and creatively present themselves to potential employers in a whole-of-course approach. (Contains 1 note.)

Citation

Woodley, C. & Sims, R. (2011). EPortfolios, Professional Development and Employability: Some Student Perceptions. Campus-Wide Information Systems, 28(3), 164-174. Retrieved May 21, 2019 from .

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