Bridging the gap between education and employment via strategizing job‐shadowing: Synthesis based on a systematic literature review

Abstract

While job‐shadowing is attributed to enabling a smooth transition from higher education to workplace, as recommended by policies and research, there is a lack of theoretical and empirical foundation of job‐shadowing in the literature. In this study, we aim to derive a theoretically sound, evidence‐based, strategic framework of job‐shadowing. In so doing, we initially review 12 employment‐related theories to identify individual and social confounding variables; cognitive and socio‐emotional dependent variables; unpredictable and extraneous variables—all of which influence one's employment‐related decision and behaviour. We undertake both inductive and deductive analyses of 372 articles via systematic literature review and identify the interpretation, distinctive features and contributions of job‐shadowing. Our analysis indicates that there is no commonly agreed interpretation of job‐shadowing in the literature with respect to its terminologies, definition, mechanism or context. The target population of job‐shadowing has varied among university students, high‐school students in general, high‐school students with disabilities and adults without any affiliation to educational institutes. We have identified three commonly agreed features of job‐shadowing, related to observation, awareness and interest. Our findings also show the impact of job‐shadowing on promoting five dimensions of awareness with respect to the labour market, job, organization, work‐environment and career path. The contribution of job‐shadowing to one's cognitive aspects is positively supported by the literature. However, its contribution to socio‐emotional aspects is poorly covered; therefore, we recommend further research within this scope. Based on the literature, we put forward a framework of job‐shadowing which is tailored to different target groups based on their different needs and pre‐existing conditions.

Rationale for this Study: The rationale for this study is to identify the contribution of job‐shadowing in bridging the gap between education and employment and put forward a consolidated framework which applies to different target groups.

Why the new findings matter: The findings from this study offer a critical lens in understanding the know‐what, know‐why and know‐how of job‐shadowing. This is important so as to understand different variables which influence employment‐related decisions and behaviour and utilize resources strategically in promoting employment.

Implications for multiple stakeholders: The implication from this study relates to policy makers, social psychology researchers, educators, human resource sector and career/vocational counselling service providers. As several policy documents suggest job‐shadowing for career development, our strategic framework enables them to consider the need for different strategies of job‐shadowing for different target groups. Such a framework is also valuable for human resource management sector and career and vocational counselling providers. Our contribution to identifying different variables, based on 12 employment‐related theories, is potentially beneficial for social psychologists, so as to theorize the role of interventions in addressing individuals' employment‐related decisions and behaviour. This study offers a particular benefit for educators so as to promote employment by incorporating job‐shadowing as a work‐based learning approach; for example, at school or university career counselling centre contexts.