Graduate training: evidence from FUSION projects in Ireland

Graduate training: evidence from FUSION projects in Ireland Purpose – This paper aims to explore graduate training through SME‐based project work. The views and behaviours of graduates are examined along with the perceptions of the SMEs and academic partner institutions charged with training graduates. Design/methodology/approach – The data are largely qualitative and derived from the experiences of graduates, company supervisors and University of Ulster staff involved in projects during 2001‐2007 when 140 FUSION projects were undertaken across the island of Ireland. Findings – More job opportunities, changing job values and work ethic impact upon the uptake and success of FUSION projects. Employers, especially within growing SMEs, have adopted a learner‐centred approach in order to maximise the benefits of the project for both the graduate and the company. Graduate development programmes continue to strengthen university‐to‐business links, which in turn ensures graduate output meets the needs of industry. Research limitations/implications – Data collected throughout the term of FUSION projects are reported; further analyses of stakeholder views post‐project completion would provide further insight into the longer‐term effects of graduate training upon career progression. Practical implications – This analysis proffers graduate reflections on “work‐based learning”. It serves key reminders for evaluating satisfaction with graduate development programmes presenting two key implications, pathways for better preparing graduates/SMEs and routes for enhancing the benefits of such projects. Originality/value – The paper focuses on research that seeks to enhance graduate training and placement experiences within SMEs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

Graduate training: evidence from FUSION projects in Ireland

Education + Training, Volume 50 (5): 15 – Jun 27, 2008

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Publisher
Emerald Publishing
Copyright
Copyright © 2008 Emerald Group Publishing Limited. All rights reserved.
ISSN
0040-0912
DOI
10.1108/00400910810889075
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to explore graduate training through SME‐based project work. The views and behaviours of graduates are examined along with the perceptions of the SMEs and academic partner institutions charged with training graduates. Design/methodology/approach – The data are largely qualitative and derived from the experiences of graduates, company supervisors and University of Ulster staff involved in projects during 2001‐2007 when 140 FUSION projects were undertaken across the island of Ireland. Findings – More job opportunities, changing job values and work ethic impact upon the uptake and success of FUSION projects. Employers, especially within growing SMEs, have adopted a learner‐centred approach in order to maximise the benefits of the project for both the graduate and the company. Graduate development programmes continue to strengthen university‐to‐business links, which in turn ensures graduate output meets the needs of industry. Research limitations/implications – Data collected throughout the term of FUSION projects are reported; further analyses of stakeholder views post‐project completion would provide further insight into the longer‐term effects of graduate training upon career progression. Practical implications – This analysis proffers graduate reflections on “work‐based learning”. It serves key reminders for evaluating satisfaction with graduate development programmes presenting two key implications, pathways for better preparing graduates/SMEs and routes for enhancing the benefits of such projects. Originality/value – The paper focuses on research that seeks to enhance graduate training and placement experiences within SMEs.

Journal

Education + TrainingEmerald Publishing

Published: Jun 27, 2008

Keywords: Knowledge transfer; Graduates; Individual development; Small to medium‐sized enterprises; Ireland

References

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