Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submission to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of the submission, please email the designated editorial contact below
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service—so why not try something new today!
| No. | Type | Title and abstract | Editorial contact |
| 1579 | Paper | How do physics students navigate their career development? Balancing employability skills development whilst focusing on key degree aspects is challenging for content-heavy degrees like physics but could be achieved by adapting course content and teaching methods. Universities can also assist career preparation by promoting employability activities, such as careers fairs, societies, and industrial placements. This research entailed both quantitative and open-text analyses of a questionnaire disseminated amongst physics students (n = 185) at five UK universities on various careers-related topics. The objective was to evaluate a collaborative endeavour by the universities of the XXX. Many respondents undertook a degree believing that it would improve their career prospects. They could identify employability skills developed, including problem-solving, programming, and data analysis. Most students interested in careers in technical industries identified a specific module related to that industry as useful, highlighting that employability skills development and physics content are not mutually exclusive. Many respondents had completed an employability activity, with participation increasing for students in later years. Respondents who had completed either industrial placements or internships were less likely to have concerns about not being good enough for jobs and not having ideas about their future. Students in later years also had fewer concerns about their future; indicating that both the degree and work-related experiences prepare students for their futures. Meanwhile, students still came up against barriers in relation to engaging with employers and the world of work. Some commonly identified job application concerns included having no time, receiving no feedback from applications, and feeling frustrated/disappointed. | Paula Villegas Verdu pvv1@st-andrews.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
Thank you, and we look forward to hearing from you!
With warm wishes on behalf of the Editorial Board,
Chad
Dr Chad McDonald
Managing Editor, Journal of Learning Development in Higher Education