Work Integrated Learning Programs Research Articles

SUPERVISOR’S AND TOURISM STUDENTS' EVALUATION OF WORK INTEGRATED LEARNING: A POST PLACEMENT ANALYSIS

The success of work-integrated learning (WIL) in academic activities is dependent on feedback from supervisors and the students themselves. Feedback from industry supervisors is crucial for the success of WIL activities in ac ademic qualifications. The purpose of this paper is to analyse the evaluations of supervisors of Lerotholi Polytechnic 2019 final year tourism students WIL and the evaluation of WIL by students themselves. This was done by supervisors evaluating the frequency with which they observed certain behaviour from the students. The evaluation questionnaire formed part of the final WIL report that the students submitted back to the institution upon completing the WIL program. The findings of this research indicate that overall observations by supervisors were consistently and often whilst from a student’s perspective, findings show that payment for WIL and gender affect aspects related to how they agreed or disagreed with statements in question.

The performance and confidence of clinicians in training in the analysis of ophthalmic images within a work-integrated teaching model.

A fundamental clinical skill is the recognition of artefacts within the outputs of advanced imaging modalities. However, current teaching programmes of healthcare practitioners are becoming increasingly challenged to provide practical exposure within an already crowded curriculum. This study evaluates the impact of a novel work-integrated teaching model on the confidence and competence of clinicians in the use of optical coherence tomography (OCT) and the recognition of its artefacts. The outcomes were then used to develop a model to predict performance and guide teaching strategies. We prospectively evaluated a 6-week clinical placement for final year optometry students within a diagnostic eye clinic in 2018-2020. Participants completed a quiz on the identification of common OCT artefacts and rated their confidence levels on key areas of OCT application using a five-point Likert scale. Both were completed before (pre-rotation) and after (post-rotation) the placement. The cohort was divided into two groups; the first group was used to assess the impact of the placement and derive the prediction model for post-placement performance, which was then validated against the second group. A significant improvement in detecting OCT imaging artefacts was seen upon completion of the placement, which was greater in participants with lower entry level performance. Across all OCT artefact subtypes, there was an improvement in detecting segmentation error, delineation error and media opacities. A model predicting post-placement student performance was developed using entry level knowledge base as the key dependent variable. Self-rated confidence improved across all domains of OCT application but was not found to be a direct predictor of actual performance. These results highlight the benefit of a work-integrated learning programme on both academic performance and confidence whilst identifying entry level knowledge base as the key variable predicting improvement. Tailored teaching incorporating entering knowledge is the best predictor of improvement during clinical placements. Integrating clinicians into a work-integrated setting with tailored teaching and comprehensive practical exposure can be an effective method for training future or current healthcare professionals.

Experiencing work-integrated learning and training program: critical success factors for vocational education's management

Vocational education has direct impacts on preparing and developing qualified workforce. During the past decade, vocational education has undergone many fundamental changes, especially the so-called work-integrated learning and training program. The study focuses on identifying the critical success factors to overcome the program's weakness. Nominal Group Technique is applied during this investigation with the students who have completed their first year at one vocational college. Altogether five factors are identified; i.e., instructor skills, student evaluation, responsiveness to student needs, communication, and student psychology, which have to be part of improved vocational education's management. These factors are generally consistent with the previous findings as more sharing of information and collaboration among a vocational school, a private firm, and a student is needed. Interestingly, the unexpected consequence from this study is increased motivation and more positive attitude towards the study's program. This can be explained by the open-loop learning concept.

Experiencing work-integrated learning and training program: critical success factors for vocational education's management

Experiencing work-integrated learning and training program: critical success factors for vocational education's management

The use of online discussion board and blogs to enhance History student teachers' Work Integrated Learning (WIL)

ABSTRACT The paper reports on research on History student teachers' enhancement of Work Integrated Learning (WIL) using online tools like a discussion board and blogs. It draws on the enhancement programme planned for the History student teachers - 78 Bachelor of Education students (BEd) 4th-year students and 28 Post-Graduate Certificate in Education (PGCE) students who were expected to integrate technological tools in their teaching during WIL; some of them, mostly PGCE students lacked the necessary Pedagogical Content Knowledge (PCK) in this regard. Thus, the main purpose of this study was to explore the extent to which the online discussion board and blogs enhanced student teachers' classroom practice during WIL. The theoretical lens that informed this study was the five-factor model of mentoring for effective teaching that underpinned the need for improved support and mentoring by the History student teachers: personal attributes, system requirements, pedagogical knowledge, modelling, and feedback. Qualitative research methods and purposive sampling were used. The data was analysed using content analysis as per the five-factor model of mentoring for effective teaching. The findings revealed that student teachers responded overwhelmingly positively to the use of the online tools. They also revealed that the one-and-a-half-hour face-to-face debriefing was not acceptable to the majority of the participants. Most of them felt that it was just a formality and failed to address their immediate needs compared to being mentored online by their peers. In light of these findings, the study suggests that the usage of an online discussion board and blogs in mentoring and encouraging the improvement of student teachers' PCK should be considered and included when planning WIL programmes. Keywords: History; Work Integrated Learning; Reflection; Discussion board; Blogs; Five-factor model of mentoring for effective teaching.

The role of work-integrated learning in preparing journalism students for the workplace

Over a broad spectrum, South African employers complain about the workplace readiness of newly graduated tertiary students. It is against this background that this article explores the role of work-integrated learning (WIL) in preparing tertiary journalism students for a work environment. Over the years, internship programmes in academic journalism training have proved to be the most efficient way to prepare students for the workplace. At the Tshwane University of Technology in Pretoria, South Africa, a six month work-integrated learning module, in which the media and communication industry were directly involved, proved crucial for the success of the journalism training programmes and was widely accepted and welcomed by employers and industry mentors. This article investigates the importance of preparation for WIL in the field of journalism. It further examines how undergraduate journalism students perceive the WIL programme and how they work towards rendering themselves employable in the media industry. The findings indicate that a combination of theory and practical training is important in journalism education to produce graduates who are work ready.

Signaling ‘student-oriented’ job opportunities enhances job attractiveness in work-integrated learning programs

ABSTRACT Employers are essential partners in sustainable work-integrated learning (WIL) programs. They aim to recruit talented students, and they create recruitment messages (e.g., job advertisements) to achieve this goal. Signaling theory suggests that aligning recruitment messages with WIL students’ interests will enhance job attractiveness. This study conceptualized such interests as ‘student-oriented’ opportunities: opportunities for learning, making an impact, and connecting academic studies with careers. It then examined whether signals aligned with student-oriented opportunities enhance job attractiveness relative to a traditional job advertisement. Participants (n = 57) viewed job advertisements that signaled the employer’s commitment to creating a student-oriented opportunity, commitment to and plan for such an opportunity, or a control version with no such messages. Results suggest that WIL job seekers were most attracted to job advertisements that signaled the employer’s commitment to and plan for creating student-oriented opportunities. Implications for WIL employers and the educators who support them are discussed.

Sense of belonging of sexual minority students participating in work-integrated learning programs

PurposeThis study examined sexual minority status on perceived sense of belonging and compared sexual minority students and exclusively heterosexual students as a function of participating in work-integrated learning (WIL).Design/methodology/approachA cross-sectional, quantitative design was used with participants grouped by sexual minority status and participation in WIL.FindingsSexual minority students (WIL and non-WIL) reported lower sense of belonging than exclusively heterosexual students (in WIL and non-WIL). Sexual minority students in WIL also reported significantly weaker sense of belonging compared to non-WIL sexual minority students suggesting that WIL presents some barriers to establishing a strong sense of belonging for sexual minority students.Originality/valueThe findings provide evidence for developing programs to ensure all students are in a safe environment where they can develop and strengthen their sense of belonging regardless of minority status. This is important given that a sense of belonging impacts mental health and overall well-being.

Examining the Innovation Process of a Graduate Apprenticeship Program for Sport Organizations

This case study analyzed the innovation processes that led to the adoption of a work-integrated learning program among several sport organizations. A comparative case study analysis was used to deduce the commonly shared determinants between each of the sport organizations. Notably, having an innovation champion was a key determination. As well, lack of resources regarding staffing, the involvement of the managers with the participating higher education institution, the ease of contract design, and access to good candidates for the program were also influential in the innovation process. This study revealed, for sport organizations facing similar issues, that the graduate apprenticeship program could provide benefits. As well for sport management program, it could provide a stronger relationship with regional sport organizations. This research also extends the body of research regarding the underlying mechanisms by which sport organizations innovate generally.

Confidence and gender differences within a work-integrated learning programme: evidence from a UK higher education institution

ABSTRACT This paper explores students’ assessment of several competencies to perform a job as part of the economic undergraduate programme at the University of Surrey. The first aim is to study how confident students are in six different areas (cognitive abilities, personal characteristics, transferable competencies, subject-specific expertise, organisational awareness, and professionalism) related to competencies during their Professional Training Year (PTY). We find evidence of a positive learning curve in all six areas. Specifically, students are under-confident in those areas at the beginning of their PTY, however, under-confidence disappears during the rest of the placement year. The second aim is to investigate whether the way students assess themselves and whether the way workplace supervisors assess students’ performance are affected by gender or not. Despite differences in students’ academic performance by gender, we find little evidence of student self-assessment gender differential on competencies to perform a job, with female students rating themselves with lower scores in two areas (transferable competencies and subject-specific expertise) than male students. Finally, we find limited evidence of differences in workplace supervisors’ assessment by gender.

Embedding work-integrated learning into accounting education: the state of play and pathways to future implementation

ABSTRACT There is increasing pressure on higher education institutions to better prepare students for future work, augmented by widespread measurement of their performance using graduate employment metrics. Accounting is no exception with growing attention on whether, and in what ways, accounting curricula is aligning to labor market demands. This paper considers the importance of career preparedness among accounting students and higher education institutions’ effectiveness in achieving graduate outcomes that meet the needs of the profession. It contemplates the challenges in preparing accounting students for contemporary work and explores current practice in authentic and practical learning, particularly emergent forms of work-integrated learning (WIL) that are considered pivotal for engaging diverse student cohorts with the profession. We present key considerations when designing and implementing quality WIL programs, along with suggested strategies for enhancing WIL in the accounting discipline. The paper broadens thinking beyond internships to effectively strengthen accounting curricula in meeting industry needs.

Work integrated learning resources for students with disabilities: are post-secondary institutions in Canada supporting this demographic to be career ready?

PurposeThe Government of Canada is adopting the pedagogical practice of Work Integrated Learning (WIL) to help youth develop the career ready skills needed to transition from school to work. As a result, colleges and universities are receiving funding to grow academic programs that link theoretical learning with practical work experience. However, there is limited research about the resources available to students with disabilities who engage in WIL. From an environmental scan of disability supports for WIL on 55 Canadian post-secondary institutions’ websites and survey results from WIL professionals we ask: Do post-secondary institutions in Canada help students with disabilities become career ready? The data reveals that 40% of schools have no reference to disability services for any career related activities and only 18% refer to disability supports for WIL. Survey respondents report they are not being trained nor have access to resources to support students with disabilities in WIL. The authors therefore recommend changes to public policy and resource allocation to ensure colleges and universities provide disability services for all WIL programs, train practitioners about career related disability management, and hire professionals who specialize in supporting students with disabilities in WIL.Design/methodology/approachThe authors conducted an environmental scan of 55 Canadian post-secondary schools with a student population of 10,000 or more and identified services and resources publicly advertised online for students with disabilities in relation to employment and/or WIL activities. From this broad search, codes were developed based on general themes found in the recorded information, such as the location of information and the type of resources and services advertised for students with disabilities. During the environmental scan, the authors also collected names and emails of people listed as working in career and/or WIL departments who received an anonymous survey about their experiences working with students with disabilities.FindingsAs the Government of Canada expands WIL to improve labour market outcomes for youth, the research findings of the authors provide valuable evidence that post-secondary institutions are not supporting youth with disabilities to become career ready. Surprisingly, 40% of post-secondary institutions have no reference to disability supports for career related activities and only 18% reference supports available for engaging in WIL on their websites. In addition, WIL practitioners are not receiving the resources nor training to support this demographic to transition from school to work. This research can provide direction on resource allocation; specifically, the need for disability related supports and dedicated professionals for students who engage in WIL programs in higher education.Research limitations/implicationsA limitation of the methodology in scanning public sites is that universities and colleges could have services or supports advertised on sites that can only be viewed by the faculty, staff and students from that school. Thus, it is possible that employment information for students with disabilities is available for those with login privileges. The authors attempted to mitigate this limitation by collecting survey responses about programs and services from WIL practitioners who work at the schools. The authors also did not measure marketing of services on social media platforms (e.g. Facebook, Instagram). Another limitation is that the WIL practitioner survey results are based on their perceptions. The sample size was not randomized, nor can the authors confirm it is a representative sample of all WIL practitioners in Canada.Practical implicationsAs countries continue to grapple with how to deal with the intersectionality of disability on an already disadvantaged demographic in the labour market, they must ensure that students with disabilities have access to career ready activities while in school. The authors therefore recommend public policy and resource allocation, not only in Canada but at a global level, that ensures post-secondary institutions: (1) create disability management programs and resources for all WIL and career activities; (2) hire dedicated professionals who specialize in working with students with disabilities in WIL; and (3) provide mandatory training for WIL practitioners on how to support students with disabilities in programs that develop their career ready skills.Social implicationsPreparing students with disabilities to be career ready when they graduate will benefit the Canadian economy. This wasted human capital not only negatively impacts a labour market with an aging demographic, it affects social service programs as Canadians with disabilities are one-third times more likely to live in poverty compared to Canadians without disabilities (Canadian Survey on Disability, 2017). The G20 report also stated that if employment rates for people with disabilities who are able to work were the same as for people without disabilities, economies around the world could increase their GDP by 3–7% (ILO and OECD, 2018).Originality/valueThere is no research in Canada to date that provides a national overview of the services in higher education advertised to support students with disabilities in WIL.

Editorial 17.4: Advancing Non-placement Work-integrated Learning Across the Degree

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

Weaving First Peoples' knowledge into a university course

Abstract First Peoples' knowledge at university lies within a contested knowledge space. The incompatibilities and differences between Western and First Peoples' knowledge systems means attempts to superficially ‘add’ First Peoples' content to university courses are often ineffective and tokenistic. Considering these issues, this paper reflects on the design and implementation of weaving First Peoples' knowledge and perspectives throughout a service-learning course. The course is a nationally awarded work-integrated learning programme delivered to undergraduate and postgraduate students. Drawing on a theoretical framework of Woven Law, the design of the module was led and authored by First Peoples. Throughout the design process, the module was critically examined in terms of the content developed and methods of content inclusion, while also responding to institutional demands of student learning outcomes. Survey results show a positive student reception and early success in enabling students to achieve learning outcomes. While initial results are promising, data are limited due to this being the first assessment of the programme and the fact that students were asked to rate their own experience. Nonetheless, Woven Law and carefully weaving First Peoples' knowledge throughout the curriculum represents a promising methodology and area for future research.

Fostering Self-Authorship Through Work Integrated Learning in University Tourism Programs: A Missed Opportunity?

ABSTRACT Work integrated learning (WIL), in its various forms, continues to be a central element of university tourism programs. Internships, the most common form of WIL, provide opportunities for both personal and professional development. This article presents findings of a content analysis of WIL programs in Australian tourism, hospitality and events (TH&E) undergraduate degrees. Publicly available unit/subject guides were gathered through an internet-based review. This analysis of secondary data identified that the majority of WIL curricula in the Australian university TH&E programs focus on career development, followed by academic achievement and thirdly, personal development. It is argued that the opportunity to facilitate students’ personal growth and the achievement of advanced learning outcomes through WIL is not being fully realized. Through the lens of ‘self-authorship’, meaning in this case, the student’s use of their internal voice to guide their beliefs, identity and relationships, this paper explores the opportunities for WIL programs to be (re)designed to meet industry needs while also facilitating the individual, personal development of future tourism, hospitality and events leaders.

Risk Management by University Lawyers in Work Integrated Learning Programs

The strategic expansion of work integrated learning (‘WIL’) programs by Australian universities is not without legal risk. The primary sources of that legal risk are the participation of third party entities that host students in the workplace and the placement of students in a workplace environment that they may be unfamiliar with. Managing the legal risks associated with WIL is not only a commercial imperative, but is mandatory under higher education law. University lawyers, a relatively unknown category of in-house counsel, have a central role in risk management. A case study involving 13 Australian university lawyers represents the first known systematic study of risk management in WIL from the perspective of university lawyers. The insights and recommendations provided by university lawyers can educate stakeholders about risk management and the role of university lawyers, and can be used as a basis for evaluating and improving risk management in WIL programs.

Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse, non-science fields

ABSTRACTRecent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering.

Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning

This study focused on a comparison of technical and vocational education (TVE) students' employability skills in Thailand, a newly industrialized country and ranked 61st out of 148 countries worldwide on the quality of graduates' skillsets, and Malaysia, a top-ranked country in the group of upper-middle income countries in terms of graduates' skillsets (6th). Thirty mentors were asked to assess 90 Thai and 83 Malaysian students who completed international work-integrated learning (WIL) programs in 2015, 2016, 2017 and 2018, using 'a questionnaire that addressed 16 main aspects of measuring employability skills. The findings indicated that most of the Malaysian students had better employability skills than Thai students and there were no significant differences in employability skills between male and female students in both countries. The regression model of quality of work indicated that 'ability to learn and apply knowledge', 'judgment and decision making', 'discipline and adaptability to a formal organization', 'ethics and morality' and 'quantity of work' had a positive effect on 'quality of work'. This study suggested that, in order to effectively prepare students for professional work and careers in ever-changing workplaces, TVE institutions should carefully assess the quality of the WIL environment, especially international WIL. The reflection of mentors in the workplace provided useful information for TVE institutions to develop effective WIL program to boost students' qualities and may give insight into how students are likely to receive sustainable employment development to building a more sustainable society through the skills and knowledge of their students.

Interdisciplinary work integrated learning: a pilot evaluation instrument

Background: Work integrated learning (WIL) activities—sometimes termed student placements, practice-based learning, cooperative education or workplace learning activities—are embedded into university course curricula to prepare students for future professional environments. Aims: This study evaluates an interdisciplinary and multiagency WIL activity undertaken by university students (n=14). Methods: Pre- and post-activity survey instruments were used to gain perspectives on student expectations and experiences relating to the WIL activity. The survey instruments were based on five common themes of quality within WIL activities. Findings: The WIL activity facilitated professionally relevant learning, delivered diverse experiences, and enabled the development of professionally meaningful relationships. Discussion: A pilot evaluation instrument for similar undergraduate paramedic WIL programmes is presented for further consideration. Limitations of the study are also discussed.

Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of by 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL)programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling .The results have demonstrated that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence. Furthermore, the findings of this study provide insight of the influence of WIL programmes on the undergraduates’ psychological attributes. These findings have implications for WIL stakeholders, which are highlighted in the paper.