Students' reflections of quality (RoQ) in work-integrated learning (WIL): a systematic review and framework

Abstract

PurposeIn light of the expanding prominence of work-integrated learning (WIL), the pedagogical model that integrates work experiences into an academic curriculum, this paper presents a systematic review that uncovers little-explored students’ reflections of quality (RoQ).Design/methodology/approachDrawing on the concept of wayfinding rocks and Bronfenbrenner’s (1979) ecological systems theory, the “students’ RoQ (pronounced [ROK]) WIL model” offers guidance for future research, policy development and educational interventions aimed at optimizing students' experiences of WIL.FindingsThis paper highlights RoQ WIL through student voice. The outcomes offer a model, contributing insights for institutions, employers and students involved in WIL experiences.Research limitations/implicationsWhile the study addresses specific limitations such as the use of specific search terms and potential biases, future research is needed to explore cultural capital’s influence on WIL quality. A focus on broadening the scope of data collection to include a more comprehensive range of student perspectives is needed.Practical implicationsThe paper suggests practical implications for institutions, employers and educators in designing WIL programs that prioritize student perspectives, ultimately enhancing the quality of WIL experiences.Originality/valueBy focusing on students' RoQ in WIL, this paper fills a significant gap in the literature and provides a foundation for future research and practice in optimizing WIL engagement and outcomes.