Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/97926
Type: Journal article
Title: Building capacity for work-readiness: bridging the cognitive and affective domains
Author: Bandaranaike, S.
Willison, J.W.
Citation: Asia-Pacific Journal of Cooperative Education, 2015; 16(3):223-233
Publisher: New Zealand Association for Cooperative Education
Issue Date: 2015
ISSN: 1175-2882
Statement of
Responsibility: 
Suniti Bandaranaike, John Willison
Abstract: Teaching for work-integrated learning (WIL) competency is largely directed at delivering knowledge based cognitive skills with little emphasis on affective skills. This study looks at empirical evidence of WIL students through their understanding of the cognitive and affective domains. The research is based on a validated employability framework, the work skills development framework (Bandaranaike & Willison, 2009), to assess core employability competencies of 138 WIL students and feedback from 111 employers. Statistical analysis was used to compare variations in the application of cognitive and affective skills. The study concluded that whilst overall students had limited understanding of affective skills, employers emphasized the need for greater affective skills in the workplace. In order to unlock the potential of the cognitive skills and for a deeper understanding of affective skills, this research introduces the concept of emotional work-readiness as a pathway for building work-readiness capacity.
Keywords: integrated learning; employability; cognitive domain; affective domain; work-readiness; work skills development
Rights: © Authors
RMID: 0030045029
Published version: http://www.apjce.org/
Appears in Collections:Education publications

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