Work Integrated Learning Programs Research Articles

Work integrated learning in Vanuatu: student perspectives

Background: Non-traditional work integrated learning (WIL) experiences have become increasingly popular within undergraduate paramedicine programmes, partly because WIL is considered a valid pedagogy that contributes to the integration of clinical and supporting science capabilities. Aim: This paper builds upon previous WIL evaluation activities to determine whether an international WIL experience in Vanuatu provided a useful clinical and cultural learning experience for undergraduate paramedicine students. Methods: A 60-question survey was administered to participants, with questions chiefly focusing on clinical and cultural experiences during this overseas trip. Survey response frequencies have been presented and free-text responses have been used to provide further descriptive detail. Findings: This international WIL experience appears to have provided a very useful clinical and cultural learning experience for undergraduate paramedicine students. Discussion: Consideration should be given to further evaluation activities, and the development of a validated survey instrument, to more effectively measure the quality of non-traditional WIL programmes.

Pracademic collaboration: Hacking into the future of legal education

Law schools globally are modifying precedent by changing the way they deliver legal education. The latest pedagogical offerings include ‘hackathons’ and digital work-integrated learning programs. Instead of readings, lectures and specified unit outcomes, students are presented with authentic, open-ended challenges. Gamified hackathons engage students, lecturers, lawyers, IT professionals, designers and the broader community. Group ‘hackers’ form collaborative, transdisciplinary networks to craft holistic solutions to current legal problems. This Brief addresses whether ‘pracademic’ pedagogy focused on applying theory to real problems will help equip law graduates with the skillset necessary for the future of legal practice.

A Proposed Modular Work Integrated Learning Framework for South Africa

The skills’ crisis in South Africa is a growing problem, exacerbated by the lack of adequate structures to study and assess the gap between the skills offered by young graduates and those required in the labor market. The purpose of this paper is to verify whether the achieved competencies of graduates are comparable with the expectation from the employers. This raises the awareness of the need for training institutions to train students on new areas of knowledge, skills, and attitudes capable of responding to the specifications of the contemporary workplace in the competitive economic environment of South Africa. In order to address the skills’ gap, work integrated learning (WIL) and other internship programs can be deployed in a partnership between the training institutions and the industry. To accommodate working students in finding a willing industrial company to fulfill their WIL requirement, the introduction of a modular WIL program is aimed at providing a space to groom more skilled hands in a flexible mechanism allowing students to complete their qualification on a part-time basis, made of compulsory and optional practical combined subjects. This paper proposes a framework for modular WIL. In such a context, the focus is on the processes of monitoring, evaluation, and progression of students within the framework.

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

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

Applying academic selection criterion to work-integrated learning programmes: risk management or perpetuating inequality?

ABSTRACTThis study explores whether academic selection criterion should be imposed on students wishing to participate in work-integrated learning (WIL) during their degree studies. Its conceptual framework addresses the limitations of human capital theory and draws on theories about social and cultural capital to understand the role of WIL in developing individual employability. It explores whether WIL should be open to all students, particularly given those who perform less well academically may be of lower socio-economic status with fewer networks and less developed cultural capital. The relationship between academic course average and workplace performance during WIL was examined, rated by 2012 undergraduates and their workplace supervisors. The more academically successful students displayed greater confidence in their workplace performance yet there was no relationship between academic achievement and workplace performance from the supervisor perspective. The removal of academic selection criterion is recommended and more equitable strategies for recruiting suitable students are discussed.

Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning

ABSTRACTThis study examined differences in the psychological constructs of motivation, academic self-efficacy, and learning strategies between higher education students who participated in a work-integrated learning (WIL) programme and those who did not. Undergraduate WIL (n = 1048) and non-WIL (n = 656) students in all years of study and from several academic faculties, completed the Motivated Strategies for Learning Questionnaire (MSLQ), which measures the constructs of motivation, academic self-efficacy and use of learning and study strategies. Results revealed that students who do not gain practical work experience while pursuing their studies have lower grade-point averages, are more likely to use shallow learning strategies, and are more extrinsically motivated compared to students who do gain work experience through a WIL programme. Differences in academic self-efficacy as a function of WIL were not found, however, significant relationships between self-efficacy, motivation, learning strategies, academic performance and anxiety did emerge. Implications and recommendation for future research are provided.

Using Work Integrated Learning programmes as a strategy to broaden academic and workplace competencies

Orientation: Work Integrated Learning (WIL) is often hailed for leveraging students’ swift and flexible adaptation to organisational work demands and accentuating the relevance of knowledge acquired in academic environments to work contexts. However, an inclusive view of WIL’s impact on students’ academic life, especially the broadening of their academic competences, is often occluded by a selective approach to WIL, which emphasises employers’ professional expectations and ignores the nature and process of competence development of students.Research purpose: To bridge the research gap created by employer-centred approaches, this study explores particular South African University of Technology (UoT) ‘students’ perceptions’ on the influence of WIL programmes on the broadening of Office Management and Technology (OMT) competencies (i.e. knowledge, skills and abilities).Motivation for the study: To promote an alternative approach to unravelling OMT competencies, which takes cognisance of the perceptions of students, who are the actual participants in WIL.Research design, approach and method: The study drew on a quantitative case study of 94 OMT students from the UoT’s two campuses who had been successfully placed at 20 organisations in South Africa.Main findings: The findings demonstrated that students’ participation in WIL enhanced their practical knowledge of space management, encouraged swift learning of work-based skills and abilities as well as facilitated the transfer of these competencies across a wide range of contexts, activities and tasks.Practical and managerial implications: The strong correlation between course organisation and WIL’s enhancement of space management knowledge, skills and abilities implies that educators and employers need to place more emphasis not just on their delivery methods but also on the selection and organisation of content, which is critical to such delivery.Recommendations: The study recommended the strengthening of the entire WIL conceptualisation and implementation process (i.e. content selection, content organisation, teaching modalities and computer-assisted delivery) and its delivery regime to ensure sustained improvement of student competencies.

Students’ and their Supervisors’ Evaluations on Professional Identity in Work Placements

This study explored the extent to which undergraduates demonstrate capabilities associated with professional identity (PI), an individual’s connection with the ideology of professional practice and a critical element of graduate employability. It gathered quantitative and qualitative data from 212 Australian business undergraduates and their workplace supervisors on 17 capabilities associated with PI. It also examined the value of Work-Integrated Learning (WIL) in developing these capabilities. Findings indicated broad agreement on areas of strength and weakness yet supervisors assigned consistently higher ratings than students. Areas for development aligned with the advanced stages of PI and ratings were fairly uniform by gender, age and business specialisation. International students recorded lower mean ratings in certain capabilities. Both supervisors and, more so, students acknowledged an improvement in capabilities during WIL. Careful consideration of the design and structure of WIL programs is required to ensure development of the full range of capabilities associated with PI.

Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School.

Work-integrated learning (WIL) is a form of education that integrates academic and workplace study. Such programs provide students the opportunity to concurrently develop cognitive and non-cognitive competencies. The purpose of this study is to explore which experiences and skills learned in a WIL placement are useful in applying to medical school and transitioning into the first year of a Doctor of Medicine program. All individuals who worked in the Rapid Response Radiotherapy Program (RRRP; WIL placement) since 2004 and had completed at least 1year of medical school were invited to participate. Semi-formal interviews were conducted and transcribed. A thematic analysis was completed to identify recurring concepts, and quotes were selected to represent them. Of 39 eligible individuals, 14 agreed to participate (36%). Students identified the volume of work, achieving a work-life balance, and time management as challenges in first-year medical school. Five themes emerged regarding the impact of the RRRP on applying and transitioning to medical school: time management skills, mentorship opportunities, research experience, clinical experience, and career choice. WIL placements present a unique opportunity for undergraduate students interested in pursuing medicine to acquire skills and experiences that will help them succeed in applying and transitioning to medical school.

The challenges and opportunities of ICT in WIL

PurposeProgrammes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL.Design/methodology/approachThe case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire.FindingsPriests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”.Research limitations/implicationsWhile results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population.Practical implicationsThe case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority.Social implicationsSpecific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education.Originality/valueNo studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

Work-Integrated Learning in accountancy at Australian universities – forms, future role and challenges

ABSTRACTThis exploratory study seeks to obtain the views of strategic decision-makers surrounding the implementation of Work-Integrated Learning (WIL) Accountancy programs in Australian universities. Using an online questionnaire with mainly open-ended questions, the results showed most respondents perceived WIL programs as important and should be offered and assessed. Work placements and internships were the prominent forms of WIL; and WIL programs were of varying length but typically long, elective, unpaid, in the middle and/or end of the course/degree, assessed, with students awarded grades and credit points. The most challenging issues identified were the difficulty of finding placements and the resourcing implications. The contributions of the study relate to highlighting the various models of accountancy WIL actually implemented and providing empirical evidence on the challenges faced. Since WIL is perceived as important for the future and should be included in degree courses, the proposed future research could help overcome these challenges.

Work Integrated Learning: A Study of Risk Management by University Lawyers

This thesis explores risk management by Australian university lawyers within the specific context of work integrated learning (WIL) programs. In particular this thesis examines what legal risks university lawyers manage, how university lawyers manage these risks and the factors which may influence their risk management in relation to WIL programs. WIL is a strategic risk pursued by universities in the prevailing higher education environment, which is characterised by competition, changes in funding arrangements and stakeholder demand for WIL. However the strategic opportunities that WIL presents cannot be achieved without the university taking on unavoidable and distinct legal risks that may have serious financial and reputational consequences for the university. The challenge for universities is to maximise the strategic opportunity that WIL presents but to minimise the risks it entails. University lawyers are involved with meeting that challenge as part of their internal delivery of legal services to the university. Despite this important role, the work of university lawyers remains largely unexplored in the literature – risk management in relation to WIL programs is predominantly addressed from the perspective of WIL staff, not university lawyers.

Employability of international students: Strategies to enhance their experience on work-integrated learning (WIL) programs

This paper presents a systematic qualitative review of relevant literature, documents and reports, and critically discusses issues facing international students undertaking work-integrated learning (WIL) activities as part of their higher education in Australia. Initiatives utilised to better support international students on these WIL placements are described. Based on an evaluation of the data reviewed, the discussion highlights two main challenges to international students’ employment experiences: a limited competence in English communication, and a limited understanding of the local working context. In seeking explanations for the above, the authors identified factors such as inadequate student-entry procedures, limited opportunities for socialisation, limited input in cultural protocols, and the lack of soft-skills training. The recommended solutions include more uniformity between government and employer sectors, increased acceptance and support for multicultural diversity, an openness towards diverse ways of thinking, and an enhancement of training in diverse communication styles.

Project #NuKapav: a Mauritian service-learning case study

PurposePrompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives.Design/methodology/approachThis research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences.FindingsThis paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes.Research limitations/implicationsThe higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants’ perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view.Originality/valueThe main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.

Work-integrated learning and the importance of peer support and sense of belonging

PurposeThe purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program.Design/methodology/approachSemi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser.FindingsThe analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health.Originality/valueThe findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.

INVESTIGATING POST-WORK INTEGRATED LEARNING (WIL) EFFECTS ON MOTIVATION FOR LEARNING: AN EMPIRICAL EVIDENCE FROM MALAYSIAN PUBLIC UNIVERSITIES

Work-integrated learning (WIL) is regarded as an important medium to assist development of student’s relevant technical and non-technical competencies, knowledge and psychological attributes that can enhance their employability and learning outcomes. This study examines the relationship between the outcomes of WIL programs such as thinking and communication skills, self-efficacy and motivation for learning of 383 undergraduate in business degree from four Malaysian public universities who have participated on various WIL programs. Results show that student’s motivation for learning is affected by student’s thinking skills and mediated by student’s self-efficacy. Interestingly, student’s communication skills only influenced motivation for learning through the self-efficacy. The findings provide a valuables insight into the limited research pertaining to the sequel of the outcomes of WIL programs such as student’s competencies, psychological attributes and specific learning outcomes. Keywords: Work-Integrated Learning; Motivation for Learning; Self-Efficacy; Thinking Skills; Communication Skills.

Remixing Creativity in Learning and Learning of Creativity: A Case Study of Audio Remix Practice with Undergraduate Students

Testing creativity in tertiary learning activities is a young field of research, and current assessment methods are difficult to apply within the diverse context of media production education, where disciplines range from journalism through to video game production. However, the concept of remix is common across this wide range of media, and offers practitioners ‘endless hybridizations in language, genre, content, technique and the like’ (Knobel & Lankshear, 2008, p. 22). The conceptual commonality of remix indicates that the study conclusions will have useful implications across a range of media production disciplines. This study aims to consider new methods for testing creativity in media production learning activities and to provide better assessments for learning design. This study focused upon a learner cohort of music technology students that were undertaking a work-integrated learning programme with a record label. To make the students more work-ready and inspire greater creativity, they remixed tracks recorded by professional music artists as part of a unit assessment. Subsequent self-report surveys ( N = 29) found that the process of creating a ‘remix’ enhanced their creativity and provided suggested improvements to the design of the learning experience. Importantly, we found no relationship between the survey responses and objective assessments, indicating that the self-reported improvements in creativity were not simply a measure of how well the students performed the formally assessed tasks. Although more research is needed to establish effective measures of creativity, these findings demonstrate that self-report survey tools can be a powerful tool for measuring creativity and supporting improved iterative learning design.

ETHICAL SUPERVISION AND MENTORING OF STUDENTS DURING THE WORK-INTEGRATED LEARNING PROGRAMME

: The study investigates ethical supervision and mentoring during work-integrated learning (WIL) placement as WIL has emerged as a new venture in higher education. Work-integrated learning has emerged as a higher education endeavour that has created a new role for senior leadership and management. The study aims to investigate the ethical supervision and mentoring of students during the work-integrated learning programme in order to contribute to the effectiveness of the programme and improve student employability. More work has been done on work-integrated learning however, little has been done on the ethical supervision and mentoring of students during WIL. The study contributes to the debate of WIL implementation. The study revealed that there is a lack of adequate training for supervisors, which sometimes results in students running errands. The positivist research paradigm underpinning the study led to the use of a survey research design and questionnaires. During the research process, research ethical rules had been adhered to in order to ensure reliability of findings. A socio-cultural theory has been employed.

Adjusting Higher Education Competences to Companies Professional Needs

This work reports the incorporation result of a Work Integrated Learning (WIL) Program in the two-years master's degree in Instrumentation and Metrology Engineering (MEIM) held at the School of Engineering, Polytechnic of Porto (ISEP). The procedure developed to find internships in industrial companies and institutions, which have needs for engineers in the areas of instrumentation and metrology is displayed. The authors also present the information on the situation of students that, by the end of the first academic year, could get enrolled in the curricular unit Dissertation/Project/Professional Training (opting either for a professional internship in a company or by a research project conducted in ISEP laboratories). In order to understand the benefits and impact of a WIL program, from a student perspective, students were asked to answer a questionnaire. Lastly, the results achieved during the study period are presented, including the student reported outcomes (from the questionnaire), as well as the informal feedback from students and companies' supervisors. The good results achieved, regarding the development of theoretical-practical competencies as well as generic or soft skills, during the master's, were also confirmed by the fact that students are hired by the companies to continue their work after the end of professional training.

WIL-fully flipping online

Work integrated learning (WIL) is becoming an important focus in tertiary education as we attempt to prepare students with graduate attributes that are fit for the real world outside academia. Developing students' employability skills during their course of study is the focus of new purpose-created WIL programs. These may be delivered in face-to-face, blended or fully online modes. When online options are chosen as the mode of teaching, and as an alternative to instructivist approaches where material is provided in passive ways, how can the learning engage the students and provide active and connected learning opportunities? The pedagogical approaches, the chosen learning design and associated assessment tasks, all play a key role. This paper reports on the transformation of twin online WIL units at an Australian university through the adoption of a novel fully online flipped learning approach through a Science, Technology, Engineering and Mathematics (STEM) lens.