Work integrated learning benefits for student career prospects - mixed mode analysis

Govender, Cookie M.; Wait, Marius

doi:10.20853/31-5-609

Cited by 34 publications

(56 citation statements)

References 21 publications

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“…These characteristics, as found in this study and corroborated by literature and earlier studies, include integration of theory into practice (Abdul Hamid, Islam & Abd Manaf, 2014); interconnectedness between theory and practice (Melender, Jonsén, Sandvik, Hilli & Salmu, 2012); preparatory role of college learning for experiential learning (Jackson, 2015); deeper learning (Cheong, Yahya, Shen & Yen, 2014) and exposure of students to multiple contexts or realities of the world (Barends & Nel, 2017). A comparative study of the WIL placement in the Marketing and Human Resources Management fields further confirms the findings of this study that WIL gives students the opportunity to put into practice the knowledge acquired in the classroom (Govender & Wait, 2017). The opportunity to put theory into practice in turn develops the skills of the students in practically applying theoretical knowledge (Aldridge, Callahan, Chen & Wade, 2015).…”

Section: Discussionsupporting

confidence: 66%

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Aderibigbe

Mosia

2020

PiE

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Increasing concern about the work readiness of graduates of higher education institutions, including Technical and Vocational Education and Training (TVET) colleges, has led to a greater focus on workplace learning as a means of preparing students for the world of work. Research suggests that work-integrated learning (WIL), as a form of experiential learning, is characterised by certain elements that give students the opportunity to acquire skills and competencies and develop aptitudes that could enhance their ability to fit into the workplace. This paper presents the findings of a focus group study that explored the perceptions of TVET business studies students regarding their experiences of the learning that takes place during WIL and the opportunity to learn presented to them by the WIL. Results from the study show that the WIL curriculum implemented in TVET business studies is characterised by the elements identified by the literature, namely, application of theory, hands-on practice, integration of theory into practice and authentic real-life experience. The TVET business studies students reported that the learning going on during WIL makes greater cognitive demands and is deeper in nature than college-based theoretical learning. The discussion section argues that experiencing a "high" and "deeper" form of learning at the workplace, even though there is a shift of focus, from the students to the organisational objective, suggests that the experience of learning may be key to learning. This idea contrasts with a focus on the student, as is prevalent in traditional, classroom-based learning. The paper concludes by advocating that the focus of learning at the workplace should be redefined and articulated, to balance the multiplicity of expectations of WIL. This process should involve multiple stakeholders.

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Section: Discussionsupporting

confidence: 66%

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Aderibigbe

Mosia

2020

PiE

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“…The theoretical and practical implications of these findings are then discussed to demonstrate how key stakeholders such as the employers, the graduates, the government and the HEIs can benefit from the enriched graduate employability framework. Govender and Wait, (2017) argue that the volume of research and debate through varied stakeholder perspectives on employability over the last five decades still cannot offer a clear definition on the subject matter. Govender and Wait, (2017) present employability as the ability of graduates to start work as effective professional employees from first day of employment.…”

Section: Introductionmentioning

confidence: 99%

“…Govender and Wait, (2017) argue that the volume of research and debate through varied stakeholder perspectives on employability over the last five decades still cannot offer a clear definition on the subject matter. Govender and Wait, (2017) present employability as the ability of graduates to start work as effective professional employees from first day of employment. The need for clarity of this concept will be incredibly helpful to graduates to enable them to chart their future career and know what is expected of them.…”

Section: Introductionmentioning

confidence: 99%

“…The need for clarity of this concept will be incredibly helpful to graduates to enable them to chart their future career and know what is expected of them. Copps and Plimmer (2013); Govender and Wait, (2017), argue that employable graduates are easily distinguishable from the rest because they have work needed skills, distinct attributes and characteristics. They identified them as; lifelong learning, professional development, ability to apply and integrate theory and practice, decision-making and collaboration.…”

Section: Introductionmentioning

confidence: 99%

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Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective

Nesaratnam¹,

Karan²,

Von³

2018

IJHRS

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Skills shortage among graduates is a serious constraint in Malaysia and according to Bank Negara Malaysia, graduate employability in Malaysia is a rising concern as graduates represent 23 per cent of total youth unemployment. As Malaysia aggressively sets course towards becoming a high-income economy, the need for skilled manpower is said to be expanding across key industries. To ensure a productive workforce, the country must have a high-quality flow of talent supply to fill these jobs. Hence, the study investigates the antecedents of graduate employability in Malaysia by researching a key stakeholder group, which is the employer.Using a qualitative research methodology, ten employers were interviewed using in-depth interviews to explore and enrich the graduate employability framework. The qualitative phase inducted the ‘graduate training’ construct and its sub-constructs of ‘internship’, ‘mentoring’ and ‘talent management’, as perceived by the employers, which were added as enrichment to the graduate employability framework. It also affirmed and authenticated the ‘soft skills’ construct drawn from literature. By incorporating the findings from the qualitative phase, an enriched framework eventuated. This enriched framework brings these previously omitted dimensions to the forefront.

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“…We report only on the areas of good practice and areas for improvement derived from a multifaceted enquiry with regard to the current status of WIL in radiography training at universities in SA. [8,[11][12][13][14][15][16][17] Curriculum developers across all healthcare programmes can benefit from relevant information provided by this research to rectify possible shortcomings in the WIL component of their training.…”

Section: Researchmentioning

confidence: 99%

Areas of good practice and areas for improvement in work-integrated learning for radiography training in South Africa

Plessis

Bezuidenhout

2019

AJHPE

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The changing nature of work and the capacity of educational institutions to prepare students for the changing work environment have been of concern to many governments. Consequently, linking on-campus learning with learning in industry has received increased attention. [1] It is also applicable to healthcare education programmes, such as radiography, biomedical and clinical technology, nursing and other allied health professions, where conversion from analogue to digital requires student-centred curricula underpinned by clinical practice outcomes. [2] To address this challenge, the Higher Education Qualifications Framework (HEQF) [3] in South Africa (SA) mandates all new qualifications to integrate theory and practice through incorporation of work-integrated learning (WIL) as a structured part of the curriculum. The WIL component of a programme should be properly structured, assessed and supervised, and should integrate university and workplace learning. [3] In the WIL context, integration means that students take what they have learnt at university into the workplace. Conversely, what they have learnt in the workplace is taken into the next phase of learning when returning to university. [4] Aside from workplace learning (WPL), WIL should preferably be facilitated using a variety of learning modes, e.g. work-directed theoretical learning (WDTL)-theoretical learning focused on what the student needs to know to be able to function sufficiently in the workplace; [5] problem/scenario-based learning (PBL/SBL)-a method in which real-world problems are used to promote student learning; project-based learning and workplace learning (PjBL)-an approach where students acquire deeper knowledge through active exploration of real-world challenges and problems, to stimulate the integration of concepts and higher order cognitive learning (deep learning) to construct understanding. [1,5-8] Deep learners aim to understand the meaning behind the concept and interact with information by creating appropriate arguments and examples related to the topic. [9] Ideally, the different learning modes should be used interchangeably in the delivery of WIL, while activities to accommodate these learning modes can occur in various environments (e.g. simulation laboratories, interactive discussion groups and forums, virtual and e-learning, the workplace). Exposing students to a combination of learning modes and environments has proved to promote deep learning and the development of soft skills, such as communication, confidence and assertiveness, time management, critical thinking, computer literacy, emotional intelligence, empathy and the ability to work in a team. [10] Proficiency in these skills ensures that students are better equipped to function in the real world of work. Soft skills that promote employability are the qualities that an employer requires for success in the workplace. To deliver competent healthcare professionals, these skills should be developed as part of students' university training. [10] Despite many positive aspects i...

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Work integrated learning benefits for student career prospects - mixed mode analysis

Cited by 34 publications

References 21 publications

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Understanding the nature of learning and opportunities to learn created by work-integrated learning: A perspective in vocational education

Conceptualisation of a Graduate Employability Framework from a Malaysian Perspective

Areas of good practice and areas for improvement in work-integrated learning for radiography training in South Africa

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