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Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda
National University of Rwanda, Rwanda.
National University of Rwanda, Rwanda.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2014 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 33, no 5, 962-977 p.Article in journal (Refereed) Published
Abstract [en]

Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.

Place, publisher, year, edition, pages
Taylor andamp; Francis (Routledge): SSH Titles , 2014. Vol. 33, no 5, 962-977 p.
Keyword [en]
higher education; generic skills; workplace; domain-specific knowledge; post-1994 Rwanda; graduate attributes; boundary crossing
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-111606DOI: 10.1080/07294360.2014.890577ISI: 000342509500008OAI: diva2:758547
Available from: 2014-10-27 Created: 2014-10-27 Last updated: 2014-10-27

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Andersson, Ingrid
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