Co-authors | Cathy Caballero & Emily Rohan

This research investigates the impact of a Developmental Assessment Centre (DAC) on the early career experience and employability of postgraduate students. In response to industry demands, Australian universities are tasked with the challenge of preparing graduates to be ‘work ready’. Work Integrated Learning and career education interventions have been rapidly adopted and researched by tertiary education institutions; DACs on the other hand, often used in industry for employee development, are less common in the field of tertiary education. Research has shown that DACs can help enrich student skills, workplace preparedness, and work placement performance, however insufficient studies have researched graduate or alumni impact (Sturre et al., 2022; White et al., 2021).

This study examined graduates’ perspectives on the extent to which a DAC supported their personal development, employability, and early career experience. A university in Victoria, Australia has conducted a DAC with postgraduate students since 2009. All graduates who participated in the DAC between 2009 and 2021 as part of their course were invited to complete a voluntary online survey. A sample of 27 graduates (59.3% female) was obtained. A mixed-methods approach was employed to explore the impact of the DAC on graduate career experiences. Braun and Clarke’s (2019) Reflexive Thematic Approach was used to identify common themes amongst the data. Two broad themes emerged, including four sub-themes: 1) Employability: preparing for employment, experience, networking, and skill development; and 2) Growth and Development: personal development, development planning, self-insight, and confidence.

The data reveal significant positive effects of the DAC on graduates' early career experience and effectiveness. The findings highlighted the perceived value of the DAC in providing realistic simulations of workplace scenarios, thereby bridging the gap between academic learning and practical application. Graduates valued the personalised feedback and coaching received as part of the DAC, which was viewed as instrumental to their personal and professional development. Participants reported improvements in key competencies in demand by industry employers, such as self-insight, communication, problem-solving, teamwork, and confidence. These findings extend upon the previous literature by demonstrating the effectiveness of DAC on graduate preparedness to transition from tertiary education into the workforce.

Overall, this study underscores the significance of experiential learning opportunities in equipping postgraduate students with the skills and confidence to navigate and thrive in today's dynamic workplace. The findings provide valuable insights for institutions seeking to enhance graduate employability through innovative assessment methodologies and targeted skills development initiatives.

Identify an innovative teaching approach to enhance placement and career preparedness.

Discover the benefits associated with the use of a developmental assessment centre in an educational setting.