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This study identified nutrition graduates’ expectations and understanding of career outcomes, explored skills and attributes shaping career readiness, and evaluated how strongly these skills were emphasized during the degree. Graduates from an Australian university (2015–2020) completed an anonymous online survey and optional interviews in July 2021, with quantitative and qualitative data analysed descriptively and thematically.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-journal-of-teaching-and-learning-for-graduate-employability-graduate-perspectives-of-workplace-preparation-and-skill-development-in-undergraduate-human-nutrition-programs/588355/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-journal-of-teaching-and-learning-for-graduate-employability-graduate-perspectives-of-workplace-preparation-and-skill-development-in-undergraduate-human-nutrition-programs/588355.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on nutrition graduates?","Question",{"text":112,"@type":113},"The study aimed to identify nutrition graduates’ expectations and understanding of career outcomes, explore skills and attributes important for career readiness, and assess how much emphasis was placed on developing these skills during the degree.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the survey and interview data collected and analysed?",{"text":117,"@type":113},"Graduates from 2015–2020 were invited to complete an anonymous online survey and optional follow-up interview in July 2021. 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Reddy1,2, Donna Reid2, Ashley H. Ng1,2, Deanna Horvath2 and Adrienne Forsyth3  \nCorresponding author: Adrienne Forsyth ([adrienne.forsyth@acu.edu.au](adrienne.forsyth@acu.edu.au))  \n1 Monash Centre for Health Research and Implementation, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia.  \n2 School of Allied Health, Human Services and Sport, La Trobe University, Australia.  \n3 School of Behavioural and Health Sciences, Faculty of Health Sciences, Australian Catholic University, Australia.  \nAbstract  \nEarlier work has explored perspectives of undergraduate nutrition students, academics and employers regarding career-development initiatives. This study aimed to identify nutrition graduates’ degree expectations and understanding of career outcomes, explore perspectives of skills and attributes important in developing career readiness, and assess the emphasis placedon development of these skills during the degree. Graduates (2015– 2020) from one on-campus and one online undergraduate human nutrition degree at an Australian university were invited to participate in an anonymous online survey and optional follow up interview in July 2021. The survey collected quantitative and qualitative (short form) responses that were analysed descriptively, with open-ended responses subject to inductive content analysis. Semi-structured interviews were transcribed and analysed thematically. Fifty participants completed the online survey and seven participated in interviews. The university-defined graduate attributes considered the most important in developing career readiness were oral communication, creative problem solving, application of skills and adaptability, autonomy and initiative, and planning and organisation. Forty-four per cent of graduates felt career-readiness was developed during their undergraduate nutrition studies, with critical inquiry and research skills developed the most. Industry experience, food skills, education resource development, clinical skills, knowledge of software, and dietary data collection and analysis were considered essential for a nutrition professional. Placements, work experience, authentic case studies, simulation and problem-solving activities were strategies seen as fostering career-readiness. These views echo those of students, academics and employers. Universities should incorporate authentic, industry-based learning activities within explicit career development curricula to support the development of work-ready nutrition graduates.  \nKeywords  \nundergraduate, nutrition, profession, career, work, graduates, principal employability, graduate attributes  \nIntroduction  \nUniversity-educated workers are considered essential to a country’s economic health and development, international standing and social wellbeing (Bennett, 2020) . In Australia, government funding is provided to universities using a performance-based model guided by graduate employment  \nReddy, [A.J. et](A.J. et) al. (2026) . Graduate perspectives of workplace preparation and skill development in undergraduate human nutrition programs. Journal of Teaching and Learning for Graduate Employability, 17(1), 21–43. 21  \noutcomes (Tehan, 2019) . This model intends to ensure that universities focus sufficient attention on the quality of teaching and student support to achieve the best possible graduate outcomes (Wellingset al., 2019) . Alongside employment outcomes, another key consideration for universities is the workplace preparedness or ‘career-readiness’ training they provide to students. The term careerreadiness encompasses an individuals’ confidence and capability to gain employment, and to ef","cbCaiig6mhzrqTvh","https://ap.wps.com/l/cbCaiig6mhzrqTvh","pdf",486043,23,"English","# Abstract\n# Introduction\n## Workplace preparedness and career-readiness\n## Career opportunities in human nutrition\n## Curriculum and competency guidance","[{\"question\":\"What was the purpose of the study on nutrition graduates?\",\"answer\":\"The study aimed to identify nutrition graduates’ expectations and understanding of career outcomes, explore skills and attributes important for career readiness, and assess how much emphasis was placed on developing these skills during the degree.\"},{\"question\":\"How were the survey and interview data collected and analysed?\",\"answer\":\"Graduates from 2015–2020 were invited to complete an anonymous online survey and optional follow-up interview in July 2021. Quantitative and short-form qualitative responses were analysed descriptively, with open-ended responses using inductive content analysis, and interview data were analysed thematically.\"},{\"question\":\"Which graduate attributes were considered most important for career readiness?\",\"answer\":\"The university-defined graduate attributes considered most important included oral communication, creative problem solving, application of skills with adaptability, autonomy and initiative, and planning and organisation.\"}]","The Journal of Teaching and Learning for Graduate Employability - Graduate perspectives of workplace preparation and skill development in undergraduate human nutrition programs | PDF",1792065077,58]