Employers’ and students’ perceptions of electronic employment portfolios
The authors of this article state that there are two types of portfolios: working portfolios and selection portfolios. This study focuses on:
- the strengths, weaknesses, and impediments to the effective use by students of electronic portfolios as a means of systematic reflection and presentation of professional competence
- prospective employers satisfaction with the structure and content of electronic portfolios as an aid in employment selection processes.
This research is based on quantitative and qualitative data. Student perceptions were obtained through a questionnaire while employer perceptions were examined during a focus group interview.
While working portfolios may be a complete historical record, selection portfolios are created for a specific purpose. One such purpose is to document professional accomplishments and competence as part of an employment selection process (3).
As working and selection portfolios contain large amounts of data, creators are increasingly moving to electronic form. Electronic portfolios have the potential to contain text, graphics, audio, and video elements. They make it easier to keep and review large amounts of material (Huba & Freed, 2000) and are considered more flexible by enabling artifacts to be integrated in more ways (Heath, 2002).
The students surveyed in this study were part of the Physical Education Action Research (PEAR) group formed in the Division of Exercise Sciences in the School of Medical Sciences at the Royal Melbourne Institute of Technology (RMIT) in December 2001. The intent of the PEAR project was to enhance the employability of students in the Bachelor of Applied Science in Physical Education program by “identifying discipline specific graduate capabilities, mapping those capabilities within the existing program, identifying areas for renewal, and embedding the identified capabilities into a renewed program” (4). The aim of the project was to implement a program-wide portfolio system.
Within the system, students developed a working portfolio which was integrated throughout the degree program and several specific portfolios including an employment portfolio. The employment portfolio could then be presented to prospective employers.
The employment portfolio addressed five specific dimensions of teaching from the ACHPER Professional Competencies for Beginning Teachers of Secondary Physical Education Years 7-12 framework (ACHPER Victorian Branch Inc., 2001).
- professional responsibilities
- content of teaching and learning
- teaching practice
- assessment and reporting of student learning
- interaction with the school and broader community
The portfolios also contained a written cover letter and curriculum vitae. They were designed to demonstrate student competence, provide examples, offer reflections, and give a strategic plan for future learning and development. The electronic portfolio was submitted on a CD-ROM.
The PEAR project sought answers on the following questions about the development of student electronic portfolios:
- What skills/competencies were developed as a result of the use of electronic portfolios by students?
- Were the students, staff and prospective employers satisfied with the structure of the electronic portfolio system?
- What were the strengths and weaknesses of the electronic portfolio?
Methodology
Student Participants
34 final year physical education students enrolled in the Bachelor of Applied Science (Physical Education) at RMIT University
Student Questionnaire
The specific questionnaire for this segment of the project covered five areas related to the development of electronic portfolios during the year.
- Student’s confidence in using information communications technology prior and after developing their portfolio
- Usefulness of the learning materials
- Student’s confidence and skill in preparing applications for employment
- Perceptions of the links between the assignment and the world of work
- Recommendations for the process of developing electronic portfolios
At the end of their final semester, students presented their electronic portfolios to staff and other students. After their presentation, they completed the questionnaire which contained 37 questions. The majority of questions were closed questions, 25 used a 9-point Likert-type scale, nine questions were designed as 7-point semantic differential scales ranging from Novice to Expert, and three questions were open-ended questions.
Results
After developing an electronic portfolio, students felt “very confident they could successfully address elements of a job application” and they indicated that the process of developing an electronic portfolio contributed significantly to their abilities (6). Students agreed with questionnaire statements that the “electronic portfolio would enhance their employment prospects.” In response to an open-ended question asking for any other comments, 25 out of 33 students said the assignment was useful and good preparation for job interviews (7).
Employer Focus Group Interview
Participants
4 principals or vice-principals
1 representative of the Department of Education and Training
3 representatives from the Australian Council for Health, Physical Education, and Recreation
Two moderators conducted the 90-minute interview which was tape-recorded and transcribed verbatim.
The purpose of the interview was for stakeholders to offer perspectives on the strengths and weaknesses of electronic portfolios, their satisfaction with the content and structure, and the efficacy of electronic portfolios as employment tools.
Results
Participants felt there was too much information in the portfolios to use for initial screening of applicants. It would be preferable if students collected evidence in a working portfolio and then selected relevant examples to meet the selection criteria of a particular school. They also said that they might be more interested in examining portfolios of applicants already on the short list.
One element of an electronic portfolio of particular interest to participants was evidence of teaching experience via video clips. The idea of an electronic portfolio was more enticing if they could see something that they could not see on paper.
Other advice from the focus group included the addition of site maps and hypertext links that changed color. They also wanted the portfolios available on the web. Several participants thought it would be helpful to search for prospective employees on a website.
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