America, C. G., & Mallon, P. (2020). "Connectedness” in business studies pedagogy: Is a transition year alluring? Perspectives in Education, 38(2), 70-85. https://doi.org/10.18820/2519593X/pie.v38.i2.05
Björck, V. (2021). Taking issue with how the Work-integrated Learning discourse ascribes a dualistic meaning to graduate employability. Higher Education, 82(2)
Clerkin, A. (2020). A three‐wave longitudinal assessment of socioemotional development in a year‐long school‐based “gap year.” British Journal of Educational Psychology, 90(1), 109–129. https://doi-org.skagit.idm.oclc.org/10.1111/bjep.12267
This is an article that looks into the Transition Year program. It looks at courses that it offers, how the program is designed, and how students participate in it. After giving background information on the program, the source then goes into how this program affects the students who are involved. It concludes that this type of hands-on, “experiential learning” positively benefits the development of students and ultimately prepares them for understanding real life situations. It’s a good source of information to learn about this program, as well as learn about its influence on the students in it.
Donald, W. E., Ashleigh, M. J., & Baruch, Y. (2018). Students’ perceptions of education and employability: Facilitating career transition from higher education into the labor market. [Education and employability] Career Development International, 23(5), 513-540. https://doi.org/10.1108/CDI-09-2017-0171
This article focuses on the way that student’s feel about their degree and pursuit of higher education, and how that contributes to their “employability”. It follows a survey to collect data from these students in order to find out how they see how the students feel their education benefits their draw in a job market. This was a useful source for me because it gave me some insight on how students might feel about higher education in general. It gave me a reason as to why students would be opting for different paths other than higher education.
Guang, S. A., Eltorai, A. E. M., Durand, W. M., & Daniels, A. H. (2020). Medical student burnout: Impact of the gap year in burnout prevention. Work (Reading, Mass.), 66(3), 611–616. https://doi.org/10.3233/WOR-203203
This article examines the levels of burnout that exist in medical students during their educational process. The levels of burnout are then associated with the number of gap years that the students have taken, which resulted in the conclusion that gap years are correlated with decreasing levels of burnout. This is an extremely helpful source, as it’s a data study on the positive effects that a gap year can have on the student taking it. It is also a more recent study, making the data more reliable.
Heath, S. (2007). Widening the gap: pre-university gap years and the “economy of experience.” British Journal of Sociology of Education, 28(1), 89–103. https://doi.org/10.1080/01425690600996717
This article questions the rise in popularity of the gap year, and discusses why this is happening. It examines what happens during a gap year, as well as some of the effects it can have on students, such as what kind of experience they gain. I was able to see helpful effects that gap years provided students. This was also an article surrounding the British version of the gap year, which is the closest version of a traditional gap year I could find. It was helpful to have a source on that so that I was able to see effects of all kinds of gap years on students, not just nontraditional gap years.
Holmlund, B., Liu, Q., & Nordström Skans, O. (2008). Mind the gap?: Estimating the effects of postponing higher education. Oxford Economic Papers, 60(4), 683–710. https://doi.org/10.1093/oep/gpn010
This article examined what experience is lost during a gap year, specifically, how much work experience you could lose if you decided to take a gap year. It’s a more statistics based article, and it follows the data of income in correlation to a gap year. This article was interesting as it did not conclude that gap years were an overall beneficial course of action. It wasn’t against gap years, but it provided a point of view that wasn’t 100% positive, which was nice to keep an open mind. Though a dated source, it still raised interesting questions, and provided good background information on gap years and its relationship with students.
Janes, C. (2008). Medical gap years abroad. BMJ (Online), 336(Suppl S1), 801022-. https://doi.org/10.1136/sbmj.0801022
This article looks at the different reasons encourage, or discourage, medical students to pursue a gap in the midst of their education. It explores anecdotes from doctors who have participated in a gap, and chose the option to go abroad. The options in going abroad were mostly volunteer work, or gaining professional experience. This was a helpful source because it explored both pros and cons to following this choice. Ultimately, it helps develop an in-depth understanding of a gap year, and that certain choices of a gap may, or may not, work for everyone.
Rashid, H., & Kibble, J. D. (2021). Understanding reasons for electing gap years between undergraduate education and medical school and the impact of gap years on the student experience of medical education. Advances in Physiology Education, 45(4), 886–894. https://doi.org/10.1152/advan.0005
This is another source that looks into the medical gap year. This source covers more topics than my other ones. It explores more reasons than going abroad or student burnout, but opportunities to find work experience, a prominent theme in my research. It also focuses on personal identity and how this can affect the education and careers of the students, another common finding in my research. This was a great source to broaden my knowledge on medical gap years, as many of the sources I found before this were quite similar. It’s also a source with a recent date, which is difficult to find with this subject.
Zis, P., Artemiadis, A., Bargiotas, P., Nteveros, A., & Hadjigeorgiou, G. M. (2021). Medical studies during the COVID-19 pandemic: The impact of digital learning on medical students’ burnout and mental health. International Journal of Environmental Research and Public Health, 18(1), 349-. https://doi.org/10.3390/ijerph18010349
This article expands on previous sources I have that follow medical burnout, however this one, with its recent publication, has the added feature of taking into account the rise of “digital learning” and how that contributes to the burnout levels of students. This adds some synthesis to my notes, and provides me with a current situation surrounding students that they can relate to. It’s a good source to have when examining how recent changes to the educational system can lead to changes of the way students go about their future.
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