Abstract
Work-integrated learning (WIL) is a strategy to create effective talent pools and meet business needs for competent and work-ready graduates. There are limited empirical studies on how WIL student demographic profiles (i.e., age) may affect the effectiveness of WIL projects and learning experience. Guided by the research question: Does undergraduate student age affect WIL preparation and experience? A survey was conducted through a quantitative approach among final year undergraduate students who participated in the WIL programme. Sixty-six copies of the questionnaire were distributed, forty retrieved and consider valid for further analysis. Data were analysed using descriptive and inferential statistics. Findings show that age could be an important factor in a student's WIL experience. Students in the age group of 21 years may have better WIL experiences than younger or older WIL students. Although age is not considered a major factor in determining overall WIL experiences, student demographical information is important for successful WIL projects. Findings further show that WIL preparation is an important factor towards better WIL project outcomes and enhanced student experiences. This paper adds to the body of knowledge on WIL student demographic considerations and creates awareness that student demographics must be considered if WIL projects are to be successful.
Highlights
The labour market reality, employers concern about graduates employability, and the emergence of the fourth industrial revolution (4IR) skillset has increasingly pressured higher education institutions to transform how knowledge and skills are transferred to students globally
The purpose of the description is to compare the mean difference in Work-integrated learning (WIL) experiences among three age groups of the WIL students
WIL policymakers must consider the effectiveness of WIL projects to grow human capital and future talent for the country; WIL preparedness workshops and enriching WIL experiences must be factored into existing and future education and employability legislation
Summary
The labour market reality, employers concern about graduates employability, and the emergence of the fourth industrial revolution (4IR) skillset has increasingly pressured higher education institutions to transform how knowledge and skills are transferred to students globally. Teaching and learning in the normal blackboard interaction classroom may not offer the toolbox of skills and competencies, required for employment in the future world of work. Related to the future of work, the current debate on work-integrated learning, commonly known as WIL, is relevant at this time, and presents the most appropriate global approach for the successful turnaround of higher education in achieving the global Sustainable Development Goals, Goal 4, to provide Quality Education that meets humanity’s socioeconomic needs. During WIL experiences, students engage in workplace performance via thought-pro-
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