The outlook of final-year students in information science on the world of work

Abstract

Background: The principle of co-creation in curriculum design has become fundamental in recent times, necessitating the multiplicity of relevant voices to speak into curriculum design. These voices include those of the student, academics, professional and industry partners.
Objectives: This research presents the perspectives of final-year undergraduate students on the world of work and the relevance of their academic preparation related to their imagined future.
Method: Secondary data from a practical assessment using SenseMaker®, a distributed digital ethnographic methodology, were used, which collected micro-narratives from the students. Students self-analysed their narratives into a pre-designed quantitative framework. Further secondary data extracts were collected from an assessment in which students reflected on their skills gained, skills required and skills gap aligned to the potential careers that they can pursue with a qualification in information science.
Results: The results show a strong techno-centric view among students, a significant cluster that feels anxious about their immediate future and the future of work, and a potential understatement of wellbeing.
Conclusion: This study shows the potential of using SenseMaker® to support distributed ethnography as an approach to bring the multiplicity of voices into curriculum design, as well as a rich narrative repository for professionals and industry who will be leading these new professionals as they enter the workplace.
Contribution: Soon-to-be graduates, employers and educational institutions gain insight into the relevance of the already developed curriculum, the experiences and skills development of students, their aspirations towards future expectations and their disposition towards their current and imagined realities.