2025/02/02 by Niels van der Baan, Inken Gast, Wim Gijselaers +3
Business, Management and Accounting · Social Sciences · #Entrepreneurship Studies and Influences #Higher Education and Employability #Innovative Education and Learning Practices
paper · doi:10.1080/00313831.2025.2459916
crossref issued 2025/02/02 · crossref published 2025/02/02 · crossref published-online 2025/02/02 · openalex publication_date 2025/02/02 · crossref created 2025/02/02 · openalex created_date 2025/10/10 · crossref published-print 2026/01/02 · crossref deposited 2026/01/19 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
Higher education has implemented various pedagogical interventions to increase connectivity with the workplace and ease students’ education-to-work transition. However, the effectiveness and underlying mechanisms of these interventions in supporting students with this transition remains largely unexplained. The present review article analyzed 49 articles bringing together two theoretical frameworks on this transition: connectivity and boundary crossing. Results show that connectivity can be increased by collaborating with the workplace in several ways. However, our results also show that higher education seldom learns from this collaboration, resulting in a lack of effective boundary practices to support students in their education-to-work transition. On top of that, our research demonstrates the importance of assessing the effectiveness of any of these interventions from both a student and a labor economics perspective.