LinkedIn as a pedagogical tool for careers and employability learning: a scoping review of the literature

Article

Healy, Michael, Cochrane, Sandra, Grant, Paula and Basson, Marita. 2023. "LinkedIn as a pedagogical tool for careers and employability learning: a scoping review of the literature." Education + Training. 65 (1), pp. 106-125. https://doi.org/10.1108/ET-01-2022-0004
Article Title

LinkedIn as a pedagogical tool for careers and employability learning: a scoping review of the literature

ERA Journal ID20791
Article CategoryArticle
AuthorsHealy, Michael, Cochrane, Sandra, Grant, Paula and Basson, Marita
Journal TitleEducation + Training
Journal Citation65 (1), pp. 106-125
Number of Pages20
Year2023
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN0040-0912
1758-6127
Digital Object Identifier (DOI)https://doi.org/10.1108/ET-01-2022-0004
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/ET-01-2022-0004/full/html
Abstract

Purpose: Professional networks are conduits for career insight, vehicles for career exploration and incubators of professional identity. Accordingly, LinkedIn is a rich environment for university students' careers and employability learning. In this article, the authors review how the pedagogical use of LinkedIn has been conceived, implemented and evaluated in higher education research.

Design/methodology/approach: The authors conducted a scoping literature review on research articles and chapters investigating the use of LinkedIn for careers and employability learning. The authors conducted a systematic database search and screened the results, resulting in 30 eligible studies. Each study was analysed for research characteristics, theoretical foundations, reported affordances or outcomes and critical concerns.

Findings: The authors find little evidence of cohesion or consistency in the existing research. Studies draw on different theoretical and methodological approaches and use different measures of networking behaviours and competencies. Studies tend not to consider ethical concerns about using LinkedIn as a pedagogical tool.

Practical implications: The authors argue this is not yet a body of research that supports the synthesis necessary for a reliable evidence base. The authors recommend that educators employing LinkedIn in the curriculum ground their work in more coherent, cohesive and integrated theories of careers and employability learning.

Originality/value: This review summarises a body of literature on the use of LinkedIn as a pedagogical tool for careers and employability learning in higher education. This review describes and critiques the beginnings of an evidence-base from which educators can further investigate how students can be supported to develop their online professional networking skills.

KeywordsLinkedIn; Graduate employability; Career development; Professional networking
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
390199. Curriculum and pedagogy not elsewhere classified
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Byline AffiliationsSchool of Education
Faculty of Health, Engineering and Sciences
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