Exploring the links between mentoring and work-integrated learning

Abstract

The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and study-related benefits for the participating students. While research into mentoring is not a new phenomenon, this qualitative study focuses on mentees as students who are assigned mentors from a range of organisations, rather than the typical studies which have both parties employed in an organisational context. The study explores the career-related and psycho-social benefits reported by students in a mentoring programme, including increased confidence, improved knowledge about their chosen profession, stronger career focus/understanding and, for some, opportunities leading to employment post-study. These benefits are then considered in relation to how they mirror the outcomes of WIL. While the sample size is small, the findings have implications for academics and career development professionals in higher education seeking to better integrate theoretical knowledge with the realities of the workplace, thereby helping to prepare students more effectively for their careers.