From competence to communication: ePortfolios and professional identity in work-integrated learning
DOI:
https://doi.org/10.64775/ciwil.2026.64260Keywords:
Employability, ePortfolio, Higher education , Pre-Professional identity , Self-efficacy , Work-integrated learningAbstract
Higher education students often graduate with strong disciplinary competence but limited ability to articulate that competence to prospective employers. This study aims to explore how the use of ePortfolios within a work-integrated learning (WIL) programme is associated with students' self-efficacy and their ability to communicate their skills in a career context. The central research question is: How does engaging with an ePortfolio programme influence students' self-perception and ability to communicate their skills in a career context? Grounded in self-efficacy theory and the concept of pre-professional identity, the study was conducted at a Norwegian university through a voluntary pilot study with seven students and data from 14 semi-structured interviews (autumn 2024) and a compulsory main study integrating ePortfolio development for 18 Bachelor of Human Resource Management students (spring 2025). Data was collected through semi-structured interviews, structured field observations, and written student evaluations, and analysed using qualitative content analysis. Findings across both studies indicate that structured workshops combining reflective exercises, peer interaction, professional photography, and simulated job interviews were associated with enhanced students' self-awareness and confidence in presenting their professional competencies. The study positions ePortfolios as pedagogical instruments for developing pre-professional identity and bridging academic learning with professional readiness and offers a replicable model for curriculum-embedded WIL tools. Implications for WIL pedagogy, assessment design, and institutional implementation are discussed.
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Copyright (c) 2026 Carina Johansson Nyvoll, Ingvil Lid Schow
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