Work-integrated Learning Experiences Research Articles

An altered deal? Examining industry perspectives of post-COVID higher education internships in Australia

COVID necessitated a shift in how industry, higher education, and students collaborated on work integrated learning (WIL) initiatives, specifically internships. In a post-pandemic environment, how has this shift altered the traditional dynamics of the WIL internship? This study examined the experiences of 165 industry supervisors of undergraduate student internships undertaken in Australia over 3 years (2021-2023). It explored how such experiences differed across three defined modes. The study aimed to identify implications for higher education institutions and whether such WIL experiences – and the relationships which underpin them – need recalibrating in the ‘new normal’ post-pandemic environment. Results show that students experience similar outcomes in terms of workplace productivity, irrespective of internship mode. The results suggest allocated tasks differed across the three internship modes. There is a lack of willingness for organisations to extend offers of employment to students undertaking WIL via online modes as compared to in-person. This has implications for the tripartite relationship between student, higher education institution, and industry as one of the primary motivators for organisations participating in such programs is to access a pipeline of future talent. Do these dynamics alter the long-standing deal between industry and higher education?.

Work-integrated learning in the humanities, arts and social sciences: where to from here?

ABSTRACT Amidst increasing pressures on Humanities, Arts, and Social Sciences (HASS) disciplines regarding graduate career readiness, this study examines HASS student participation in work-integrated learning (WIL) and its impacts on employability and short-term employment outcomes, using data from the Australian Graduate Outcomes Survey from 2020 to 2023. The research examined the extent of participation across WIL types (work-based, non-workplace and global) and its influence on graduates’ perceived employability and employment outcomes (full-time employment and perceived overqualification), while investigating demographic differences using descriptive analysis and logistic regression models. Results indicated rising WIL participation yet identified disparities by activity type and among student groups. Work-based WIL (e.g. internships) was the most effective type for enhancing employability and facilitating transitions into professional roles and work aligned to degree study. Non-workplace WIL (e.g. projects), while beneficial for skill development, showed limited impact on immediate employment outcomes and there was relatively low participation in global WIL (e.g. industry study tours) across all discipline groups. The study illuminates the need for more inclusive WIL programmes and flexible models to accommodate diverse student needs. Recommendations for HASS faculties include integrating career development learning, optimising industry engagement and providing targeted support for underrepresented groups. By aligning WIL experiences with emerging labour market opportunities, HASS faculties can prepare graduates for successful careers, addressing both individual aspirations and broader economic needs. Future research regarding WIL in HASS could focus on postgraduate participation and industry perspectives on scaling programmes to ensure initiatives effectively bridge the gap between academic learning and professional practice.

Creating group work-integrated learning experiences for non-clinical health degrees: A practitioner reflection

Work-Integrated Learning (WIL) experiences, integral for equipping students with the skills and knowledge crucial for employment and success in their chosen careers, have traditionally been associated with accreditation requirements in professional programs. More recently, acknowledging the importance of WIL experiences in non-professional programs has grown. In this reflective paper, the experiences of the practitioner tasked with developing a new WIL capstone course for students in Health and Biomedical Science degrees are described. Grounded in social exchange theory, where interactions are viewed as exchanges aimed at maximising rewards while minimising costs, the intent was for student groups to engage with a range of authentic project experiences offered by industry, community, and academic staff (the WIL partners). Critical elements were the active involvement of a diverse array of partners and the importance of relationship building for the long-term sustainability of the project experiences. I discuss and reflect on the specific strategies employed to engage the WIL partners, inspiring them to collaborate and develop meaningful projects suitable for students pursuing various career paths. Additionally, I reflect on the invaluable experiences and feedback provided by our partners.

Ableism and the discourse of risk and safety in patient-facing work-integrated learning.

In many countries, such as Canada, the USA, England, and Australia, to graduate from a regulated profession such as nursing, students must complete a set of work-integrated learning (WIL) hours and demonstrate their ability to safely perform physical skills and apply knowledge in relation to professional standards. For a disabled nursing student (DNS) undergoing training in higher education institutions (HEI), securing proper accommodations to participate effectively in WIL experiences has been difficult due to concerns related to risks to self and patient safety. This study used critical discourse analysis to investigate the framing of risk and safety in association with providing DNS with accommodation in WIL. Our data were collected from an intensive codesign (group-based discussion) session with participants (n = 16), including clinicians and DNS, from four institutions (two WIL-sites and two HEI organizations). Using an iterative thematic approach based on Foucauldian framework, our analysis revealed three ways in which health professionals discursively framed risk and safety: (a) beliefs that a lack of disclosure by disabled students decreases patient safety and indicates poor self-reflection, (b) concerns that accommodating students poses a risk to institutions offering WIL experiences and to the relationships between HEI and institutions offering WIL-sites, and (c) a framing which challenges the dominant discourse by thinking about safety and risk more expansively. Our findings suggest the first two of these framings are ableist and function to enact barriers to access for DNSs in WIL, whereas the third framing serves the goal of inclusion. Recommendations to address the current ableist discourse within the Canadian nursing context are provided, which may also be applicable across other regulated health professions.

Intensive Work-Integrated Learning (WIL): The benefits and challenges of condensed and compressed WIL experiences

Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework places greater emphasis on the WIL experience itself, which has had little previous attention. The study confirms that given the right conditions, and used for the right purposes, Intensive WIL delivers quality experiences for students. Unique challenges of Intensive WIL include: sourcing projects with appropriate scope and complexity that are achievable and from which students will learn; ensuring students have command of previous theoretical concepts, as there may be little time to get them up to speed during Intensive WIL; ensuring all stakeholders understand their roles and responsibilities for smooth operation; and effective communication between workplace and university staff, as there is less time to recover from any difficult situations that may arise.

Engagement of Preservice Teachers in the Assessment of Their Work-Integrated Learning

Work-Integrated Learning (WIL) stands as a formally supervised and assessed program designed for preservice teachers to apply and refine their teaching skills within school settings. This study addresses the inquiry of how to effectively involve preservice teachers in the assessment of their WIL experiences. Employing participatory action research (PAR) as the chosen methodology, the research engaged with nine preservice teachers actively involved in WIL, a teaching practice officer, and five teachers serving as mentors to the students. Data collection was performed utilizing the principles of free-attitude interviews and participant observation. The ensuing data underwent interpretation and analysis employing the framework of critical discourse analysis. The findings revealed a pronounced need for collaborative efforts among assessors, mentor teachers, lecturers, and preservice teachers. Establishing robust collaboration emerged as the most viable solution for engaging preservice teachers in the assessment of their Work-Integrated Learning experiences.

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) & Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p<0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

EMBEDDING WORK-INTEGRATED LEARNING AT UNDERGRADUATE COLLEGE-LEVEL CURRICULUM TO ENHANCE EMPLOYABILITY SKILLS AMONG STUDENTS

Work-integrated learning (WIL) is a prominent, flourishing, educational phenomenon which has brought about numerous positive changes in the field of higher education globally. The corporate sector and the governments in the world are seeking ‘work-ready’ graduates. WIL as an umbrella term includes a variety of strategies and approaches that incorporate theory with practice of work within a purposefully designed curriculum. WIL makes meaningful, relevant connections to work throughout the curriculum in higher educational contexts which is intricately interwoven with employability skills and enhances these skill sets. Some of the pedagogical approaches adopted in WIL are Practice-based learning, Professional practices, Problem-based-learning, Experiential learning, Workplace learning, and Practice-based education. A study adopting an exploratory mixed-method was conducted in Middle East College, Oman including in-depth survey and interviews with faculty members, graduates, alumnus and students at undergraduate level to determine the efficacy of the contents of the curriculum enhancing Employability Skills of the students. Findings indicate that the curriculum enriched with WIL develops (a) General employability skills and respective requirements of a workplace, (b) Effective communication with colleagues across diverse roles, (c) Attitudes toward working effectively and competently, (d) Enhance academic knowledge and develop transferable skills, (e) Develop an understanding of ethical practices, (f) Build a professional identity and (g) Increase digital literacy skills. Students’ WIL experiences were taken into account in designing and implementing curricula related to WIL which are in line with enhancement of employability among students. The results of this research are valuable for practitioners in higher level educational contexts to integrate WIL and employability skills to contribute to global enhancement of these two flourishing phenomena.

Inclusive work-integrated learning in higher education: a scoping review

ABSTRACT This paper investigates how inclusive work-integrated learning (WIL) is being approached and addressed by examining current research that highlights the intersection of inclusion, WIL, and employability. It employs an inclusive pedagogies framework to analyse findings from a scoping review (between 2010 and 2022) that address or investigate inclusive WIL. Through this examination, the paper identifies common barriers and enablers of inclusive WIL and presents key recommendations to enhance WIL experiences for all students. This paper proposes an adapted theoretical framework that serves as a foundation for future research in the field of inclusive WIL. Overall, the paper aims to advance understanding of approaches to inclusive WIL in order to promote greater equitable access to and participation in these valuable learning opportunities.

Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges

PurposeThis study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.Design/methodology/approachA series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.FindingsThematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.Originality/valueThis study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

Challenges to delivering university health-based work-integrated learning to students with a disability: a scoping review

ABSTRACT Students with disability experience numerous challenges when engaging in Work-Integrated Learning (WIL). Successful WIL requires stakeholder collaboration to provide an equitable and relevant WIL experience. Stakeholder disparity around disclosure, accommodations, poor attitudes, and behaviours result in negative WIL experiences for students with disability. Understanding stakeholder preparedness and capabilities, in particular host organisations, is key to providing equitable WIL opportunities. Searches of five electronic databases (CINAHL, PubMed, Embase/Scopus, A + Education Informit and Web of Science) were conducted. Twenty-one peer-reviewed articles published between 2005 and 2022 were included in the review. Four themes were identified: Disclosure of the disability; University staff and WIL supervisor attitudes and training; Surviving WIL and Adjusting WIL to the individual. Embedding a strengths-based approach to WIL through strong relationships between student, host organisation and university will produce safe environments that are essential for high quality and fit for purpose WIL experiences for students with disability.

Gen Z students' work-integrated learning experiences and work values

PurposeThis study aims to explore the relationship between the number of co-operative (co-op) education work terms that students completed and the importance they attach to employer and job attributes (i.e. work values).Design/methodology/approachData were collected from a large cross-sectional survey of co-op students (N = 2,097) from one Canadian university.FindingsOf the 19 work values measured, only six were related to work experience. Whereas work experience was related to several of the least important work values, such as geographic location, it was unrelated to many of the most important work values, such as work–life balance. Further, evidence suggests that changes in work values occur when work experience is first introduced in the curriculum (e.g. first co-op work term), not at subsequent work experiences.Research limitations/implicationsThe findings extend the understanding of how work-integrated learning (WIL) prepares students to make decisions about their careers in the future of work and provide insights to address the challenge of scaling WIL. However, the study draws on cross-sectional data from one single Canadian university and does not explore potentially confounding factors including time itself or critical events such as the COVID-19 pandemic.Practical implicationsWIL educators may leverage these findings to improve their understanding of how students' work values evolve as they complete WIL experiences. They may also use insights from the study to align students' needs and employers' understandings of those needs.Originality/valueThis study is the first to explore how work values might change throughout a WIL program, particularly among Gen Z students whose work values seem divergent from those of previous generations.

Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

PurposeThis research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).Design/methodology/approachUtilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.FindingsThe architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.Originality/valueWhile WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.

Bridging education to employment through virtual experience placement

The transition from education to employment is a pivotal point for students. Workplace experience can play a key role in a student’s transition to full-time work. Despite the important role in bridging the gap between education and employment, students’ participation in work-integrated learning (WIL) experiences varies significantly across disciplines. Through participant surveys, we examined students’ reasons for, and benefits of, undertaking WIL opportunities online through Forage: a platform facilitating access to virtual and simulated placements in partnership with employer organisations. Virtual and simulated WIL experiences have gained interest, particularly during the COVID-19 pandemic. Our findings show that virtual or simulated WIL experiences are inclusive opportunities that can assist students, including those studying in areas with a historically low prevalence of WIL, in both career and organisation exploration.

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements for students with a disability. We present three student vignettes, generated from survey data of the perceptions and experiences of students with a disability in WIL (n=132). We used these vignettes in follow-up focus groups (6 focus groups, n=27) which explored students’ ideas on how technology could better support students. From our data, we discuss students’ conceptualisations of how potential technological solutions could improve WIL, across both the mode of WIL offered (e.g., online), but also towards supporting deeper relationships and improving the personalisation of WIL. We conclude by recommending greater collaboration between WIL practitioners and learning technologists to explore the role of technology in creating inclusive WIL experiences.

The use of mobile technology to support work integrated learning in undergraduate nursing programs: An integrative review

ObjectivesInvestigate the use of mobile technology to support Work Integrated Learning in undergraduate nursing programs. DesignIntegrative review with narrative synthesis. Data sourcesElectronic databases searched in February 2021 included CINAHL, ERIC, MEDLINE and APA PsychInfo. Review methodsThe methodological framework described by Whittemore and Knafl (2005) guided this integrative review. A total of five (5) studies published between 2017 and 2020 were analysed and synthesised. ResultsData was categorised into two themes: 1) Accessibility of Learning Resources, and 2) Effective and Timely Communication. Convenient and easy access to Learning Resources at the point of care improved students' confidence and competence to perform clinical skills, thereby reducing student's anxiety and increasing satisfaction rates. The accessibility to educational and skills-based resources also promoted patient safety at the point of care. Effective and Timely Communication improved engagement and collaboration between students, clinical facilitators and academics, enabling a more supportive environment that improved student autonomy and motivation for self-directed learning. The Effective and Timely Communication of student progression and assessment strategies was found to improve student engagement and motivation to be independent learners. ConclusionThis review contributes important knowledge because internationally there is a need to increase knowledge and understanding of how to best support Work Integrated Learning experiences of student nurses. Mobile technology has been recognised as an innovative tool in education, further research investigating its use to support Work Integrated Learning in undergraduate nursing programs is required.

Enhancing perceived employability through work-integrated learning

PurposeEmbedded in higher educational settings, work-integrated learning (WIL) is a key reflection to students' perceived employability. The purpose of this study is to explore the antecedents of internal and external perceived employability. The research attempts to test a theoretical model examining the relationships among human capital, work values, career self-management, internal perceived employability and external perceived employability.Design/methodology/approachData were collected from 588 students who have internship experience from two self-financing higher education institutions in Hong Kong. We adopted structural equation modelling (SEM) to test the proposed research hypotheses.FindingsResults support the idea that human capital and intrinsic work values are significant antecedents of perceived employability. Furthermore, this relationship is fully mediated by career self-management. The implications of the findings for understanding the process through which psychological variables affect an individual's perceived employability are discussed.Originality/valuePrevious studies have extensively examined the effectiveness of WIL in increasing graduates' employability. However, unclear focus has been given to examine psychological attributes, such as human capital, work values and career self-management in WIL. In addition, few researchers have empirically examined the linkages among human capital, work values, career self-management and employability through internships or WIL experiences. Therefore, to bridge these gaps, the present study examines the effect of human capital, work values and career self-management on students' perceived employability when gaining internships or WIL experiences in a higher education setting.

The Australian and New Zealand dietetics graduate outcomes survey: A cross-sectional study.

AimThere is a paucity of comprehensive and current employment data for dietitians. It is unclear if, and where, dietetics graduates are being employed and if they are sufficiently prepared to meet workforce and community needs. The aim of this study was to identify employment outcomes for recent dietetics graduates from Australia and New Zealand at 4–6 months post degree completion.MethodsA cross‐sectional survey was distributed to graduates from accredited dietetics degrees across Australian and New Zealand. Those who completed their university study in 2020 were eligible to participate. Descriptive statistics and frequencies were analysed and open text answers underwent summative content analysis.ResultsA total of 294 usable survey responses were received from 631 eligible graduates (response rate 47%). Seventy‐five percent of graduates were employed in any field and 60% were employed in a role that required their degree. The most common area of dietetics employment was private practice, followed by hospital practice. Most commonly, graduates who did not need their degree to get their job were employed in healthcare‐related roles, or nutrition‐ and food‐related roles.ConclusionsThese findings are important for curricula development to ensure that students are suitably prepared for available employment opportunities. Work‐integrated learning experiences may need to shift focus to skill development, rather than a specific job role, to better prepare graduates for the jobs of the future. Further monitoring of employment outcomes is necessary to track changes over time.

Students’ learning sustainability – implicit, explicit or non-existent: a case study approach on students’ key competencies addressing the SDGs in HEI program

PurposeThis study aims to understand better the student awareness and knowledge on how the Sustainable Development Goals (SDGs) are used in higher education institutions (HEIs) to motivate students’ learning on sustainability. It is essential to consider students’ understanding of sustainability at the end of their studies to assess whether they feel prepared to apply sustainability in their daily work life.Design/methodology/approachThe study has a quantitative case study design, and the specific method used is an online survey with masters’ students using the university student platform EvaSys. The study assesses approaching how students perceive the overall education integrating sustainability into programs and curricula.FindingsThe results showed that work-integrated learning (WIL) projects learning and real-life experiences as part of their studies enhanced the students’ understanding of sustainability. Moreover, the study showed that integrating an understanding of the SDGs in teaching offers universities a way to frame students’ key competencies in ways that allow them to develop their interpersonal competencies as ambassadors for sustainability in their future work life.Practical implicationsThis study supports the argument that WIL and real-life university experiences enhance students’ key competencies critical for sustainability.Originality/valueThe pedagogical approach advanced in this paper addresses how WIL and real-life experiences might develop students’ key competencies on sustainability. This approach indicates that working with SDGs in teaching encourages students to promote their interpersonal competencies for sustainability.

Perceived value of work-integrated learning on the teaching efficacy and classroom management of pre-service teachers.

The aim of this study was to examine associations of teaching competence, autonomous motivation, and self-efficacy between two groups of pre-service teachers enrolled in a four-year Bachelor of Education degree program. One group participated in a Work-Integrated Learning (WIL) pathway and one who did not participate in a Work-Integrated Learning pathway. Self-reports of basic psychological needs, motivational regulations, and self-efficacy were completed by 116 pre-service teachers. Findings indicated that pre-service teachers who participated in the WIL pathway had higher levels of efficacy in classroom management, and pre-service teachers who participated in the WIL pathway had higher perceptions of identified regulation, demonstrating that they perceived WIL teaching sessions as a useful way to develop other characteristics of themselves. These findings suggest that exposure to authentic and experiential learning encounters through practical WIL experiences has a favourable impact on pre-service teacher competence, autonomous motivation, and self-efficacy. Incorporating authentic and practical opportunities such as WIL into teacher education programs presents a valuable and feasible option to foster broad skill development and teacher readiness.