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The notion of employability is gaining importance as an essential outcome of many degrees in institutions of higher education throughout Australia. This paper aims to determine the effects of an Exercise Science course, which includes elements of both career development learning and work-integrated learning, on six dimensions of employability -commencement readiness; collaboration; informed decision-making; lifelong learning; professional practices and standards; and integration of knowledge/ theory and practice. The course components examined by the presented study included fieldwork placements, workshops and related career development assignments. Work Readiness Scales were administered prior to and on completion of the course. Students also rated the extent to which they considered any changes in their abilities were the result of each of the course components. Furthermore, responses to an openended questionnaire were analyzed to determine common themes affecting student development of each of the six dimensions. Comparison of pre- and post-work placement scores on the Work Readiness Scales demonstrated statistically significant differences in all the dimensions of employability except informed decision-making. Student ratings suggested that placements had a more significant effect on the changes in their abilities than the course workshops and assignments, however all three course components contributed to the development of workplace competencies. Student responses indicated that the course increased their awareness of personal strengths and weaknesses in relation to employability, as well as their knowledge of specific occupations relevant to exercise science.

The notion of work self-efficacy is significant as the self-efficacy beliefs of an individual have considerable influence on his/her level of motivation and performance in the workplace. This paper aims to determine the effects of the learning activities of a work-integrated learning course in Exercise Science in relation to students' perceived work self-efficacy in industries relevant to their studies. Comparison of pre- and post-course scores on the Work Self-Efficacy Scale demonstrated significant improvement in students' perceived work self-efficacy in all seven dimensions, as well as their perceived skill levels in thirteen important aspects of the work environment. The results suggested that all three course components (the work experience placement, career development workshops and presentations from practicing lecturers and professionals) provided important contributions to students' development. The factors that were considered to be most influential included feedback from supervisors, personal motivation and involvement, and regular workplace experience.

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61 % female) participating in flipped teaching environments and ten convenors of the flipped courses in which the student sample was enrolled. Results suggest that higher education students can be differentiated based on their preferences for elements of a flipped classroom, resulting in two clusters of students: those who embrace most aspects of a flipped classroom environment as well as prefer it (labelled \"Flip endorsers\") and those who are close to neutral on some elements of a flipped classroom environment but who especially do not endorse the pre-learning aspects (labelled \"Flip resisters\"). Flip endorsers were found to have more positive attitudes towards the course activities (both pre-class and in-class) and to have felt more involved and engaged in the content. These findings shed some light on the types of students who might prefer flipped classrooms, but more importantly identify those who are likely to resist a change to a flipped classroom environment. The findings also suggest that although students may find the flipped classroom more difficult, student outcomes and active participation in class activities do improve when course convenors (a) use a theoretical perspective to inform their flipped teaching strategy, (b) integrate assessment into the design of their flipped classroom, and (c) flip the entire course. (HRK / Abstract übernommen).

Field Project A is an elective course in the Bachelor of Exercise Science program at Griffith University and includes elements of both career development learning and work-integrated learning. This paper aims to determine the effects of the learning activities and assessment items developed for the course on students' self-efficacy in making positive career decisions. Prior to commencing a work experience placement, workshops were conducted based on the SOAR model (Kumar, 2007), including activities related to the development of the first three phases of the model - selfawareness, opportunity awareness and aspirations. The career decision self-efficacy scale (CDSS) and a questionnaire were administered prior to and on completion of the course. Comparison of scores demonstrated significant differences in relation to students' confidence in self-appraisal, occupational information, goal selection, planning and problemsolving. Students perceived the course increased their awareness of personal strengths and weaknesses related to employability and their knowledge of specific occupations.

This paper presents students' perceptions of the benefits to employability of a suite of courses that incorporate both work-integrated learning (WIL) and career development learning (CDL). Field Project A and Field Project B are elective courses in the Bachelor of Exercise Science at Griffith University. These courses engage students in active and personalized learning experiences that have been designed utilizing the principles of the SOAR model (Self -awareness, Opportunity awareness, Aspirations, Results). Four students who completed both courses participated in semistructured interviews. Data was collected using thematic analysis of student responses. Results indicated that employability was enhanced as students developed realistic aspirations based on sound information and WIL experiences that can help achieve their personal career goals as they transition into the workforce. The courses provide a practical model for university academics and career development practitioners to work collaboratively. Importantly, they give students a competitive advantage, enabling them to become more proactive, confident and motivated in maximizing opportunities to manage their careers and lifelong learning.

This paper aims to demonstrate the benefits of introducing the typical course grading process to a work-integrated learning course in exercise science in order to motivate students to produce their best efforts in assessment tasks relevant to their future employability. The course had incorporated a non-graded pass/fail system of assessment since it was first offered but changed to a typical university grading process in 2011. At the completion of the course a two-page questionnaire was administered to all students to determine their opinions of changing from a non-graded to a graded form of assessment. Additionally, seven students volunteered for a 20 minute individual interview to examine how the grading of the course affected a number of factors related to their learning in the course. The results of the study indicated that students supported the change from a non-graded to a graded system of assessment. Minimal negative concerns were reported by students The findings suggest that students prefer the use of a graded system of assessment in a work-integrated learning course in exercise science They perceived that grading of the course increased their motivation to submit high quality responses for all assessment items and provided them with an opportunity to improve their grade point average (GPA), for entry into post-graduate programs, as well as rewarding them for their efforts towards academic excellence and preparing them for their future careers.

Prior research indicates that some form of career development program is essential to prepare undergraduate students for a competitive employment market. This research examined the benefits gained by students in preparation for the workforce following a program of job-search seminars and mock interviews. The study revealed that the students perceived the program produced significant increases, as indicated by changes in mean scores obtained on the Measure of Guidance Impact (Killeen, 1992). Pre- and post-mean scores of 79.2 and 98.0 were reported, compared with norm values of 82.5 and 93.4. This improvement in mean scores demonstrated the effectiveness of the program, compared with results obtained on a large-scale survey. Students indicated a low participation rate (15%) in voluntary job-search seminars, emphasizing the importance of including these seminars as a required course component in university programs. Generally, participants reported a favorable attitude to the job-search seminars and accompanying printed booklets. The subjects identified a number of benefits as a result of participating in mock interviews, as well as being a member of the interview panel. Overall, the students perceived they had developed a reasonably high level of confidence in preparation for \"real-world\" scenarios.

This paper examines the restructuring of the Bachelor of Exercise Science at Griffith University, Queensland, Australia over a fifteen-year period. The resulting changes have provided students with an improved educational experience through greater choice in course selection to meet their individual academic objectives. This case study emphasizes the importance of regular reviews to ensure university programs remain responsive to student interests and, most importantly, meet the needs of industry and employing groups.

Q. Is playing baseball as much fun now as it was when you were playing as a kid? A. Yes. It's a lot better now because you get paid, but that's not the only reason. It's fun to play in front of a lot of people and your friends see you. It's kind of neat. Q. Were you always a second baseman? A. No. In high school and college I was a shortstop. When I was drafted they put me at second base. Q. Did you always want to play for the Yankee? A. Yes. I grew up in Pennsylvania. We got Ch. 11 TV, I used to watch them before going to sleep at night and always wondered what it would be like to play in Yankee Stadium. Q. Who do you think is the best player on the team? A. That's a tough question. The guy who is playing the best right now is Paul O'Neill. I don't think you can say who is the best player because a lot of guys do different things. Some of the guys like me, Mike Gallego and Randy Valarde, we are all defensive players. Whatever we do hitting-wise is an added advantage. You can't judge it by what they do offensively. Some guys do it defensively like Mike Stanley, he had a good offensive year last year. Q. Is there any significance to your uniform number 14?