A Work Integrated Learning Partnership Model for Higher Education Graduates to Gain Employment

Govender, Cookie M.; Taylor, Susanne

doi:10.1080/21528586.2015.1009857

Cited by 14 publications

(15 citation statements)

References 8 publications

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“…This is also in line with the findings of Govender and Taylor (2015) who emphasise self-placement as an essential tool for empowering students from the beginning of the WIL project.…”

Section: Rewards Of Self-placementsupporting

confidence: 72%

“…Section F evaluated how students experienced the HRM WIL implementation itself. Although the quantitative study gathered data on various topics related to the WIL project as part of the Review Phase of the HRM WIL Partnership Model (Govender and Taylor 2015), this article only reports on a part of the larger study. The aspects of the questionnaire that related directly to the benefits of WIL, WIL placement and career prospects related to the student WIL experience were analysed and presented in this article.…”

Section: Quantitative Hrm Studymentioning

confidence: 99%

“…Govender and Taylor (2015) and Walmsley, Thomas and Jameson (2006) propose student self-placement, instead of educator, business or government placement of the student, for an effective and efficient WIL model implementation, as well as tremendous benefits for student experiential learning. The emphasis is on selfplacement as it benefits the student in that s/he must think about, plan, and confidently approach an organisation to request, secure, confirm and complete their WIL placement.…”

Section: Wil Placementmentioning

confidence: 99%

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

Govender

Wait

2017

SAJHE

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Work integrated learning (WIL) aims to strategically inspire students to embrace prospective future careers, thereby contributing to economic innovation and growth. Higher Education is mandated to integrate WIL into curricula and qualifications in order to promote student career development. This is an invaluable opportunity for academics to not only integrate theory and practice, but to expose graduates-to-be to the world of work and assess their experiential learning. Most academics seem to shy away from WIL implementation due to perceived increase in workload, denying themselves and their students the benefits of WIL, especially for student career prospects.This empirical article reports on a transdisciplinary exploration into the benefits of two discipline-specific WIL projects using a mixed model analysis approach. A comparative, triangulated study of the Marketing qualitative and Human Resource quantitative data reveals that the students enjoy their WIL experience, gain additional knowledge and skills, and are exposed to various career opportunities.

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“…This is also in line with the findings of Govender and Taylor (2015) who emphasise self-placement as an essential tool for empowering students from the beginning of the WIL project.…”

Section: Rewards Of Self-placementsupporting

confidence: 72%

Section: Quantitative Hrm Studymentioning

confidence: 99%

Section: Wil Placementmentioning

confidence: 99%

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

Govender

Wait

2017

SAJHE

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“…A growing perception of internships as positional goods for job seeking [30] and job accessing [14,15,30,31] is manifest due to growing youth unemployment problems [24]. As a response, a growing number of HEIs have been using internships as a mean of communicating to students and the wider community their commitment to graduate employment [24,32]. In fact, several studies report that internship experiences tend to constitute a recruitment criterion [12,15,33,34], enhancing the possibility of acquiring references, which may be crucial for future career moves.…”

Section: Internships Within the Knowledge Economymentioning

confidence: 99%

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

et al. 2019

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Curricular internships are increasingly seen as an effective strategy capable of contributing to the objectives and targets of the sustainable development paradigm, both in its social, economic and institutional dimensions. This positive outlook is ingrained within the large bulk of existing research, which has been focused on the discussion of positive outputs, such as the enhancement of graduates competences (employability) and their work integration (employment). An important, albeit relatively unexplored, feature of the sustainable institutional politics of curricular internship management pertains to the assessment of its associated liabilities and tensions. This article seeks to address this challenge, by analyzing two interrelated dimensions. First, it seeks to understand the internship processes ranging from the planning to the implementation stages. Second, it elicits the associated negative aspects (the 'lunar side') of internships, allowing for an assessment of the features where there is room for improvement. Empirically, this article draws on in-depth qualitative research. It presents the results of four focus groups, voicing the perceptions of top management structures and students involving first cycle degrees in the areas of Marketing, Management, and Accounting from four public Portuguese Higher Education Institutions (HEIs)-three polytechnics and one university. Findings confirm the general positive outlook of internships. Perceived negative perspectives report to both internal problems (such as the lack of institutional support and curricular design) and external problems (e.g., the shortage of suitable internship placements), constituting barriers towards sustainable institutional policies and strategies. Adaptive strategies to overcome specific difficulties are highlighted (e.g., establishment of advisory committees with local businessmen). Finally, recommendations regarding curricular internship management at HEIs are delineated (e.g., investment in monitoring and evaluation strategies of internships).

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“…It also helps students to gain practical experience which they cannot acquire in learning at class [3], [4]. In turn, organizations or companies who participates in this program can get benefits in reducing employment recruitment and costs [5]. Researchers found that Internships can improve students' academic performance and also motivate them to study [6], improve their self-confidence [7] and adaptability to their work environment [8] especially for tourism students where the industry requires skilled labor in its highly competitive and dynamic environment [9].…”

Section: Introductionmentioning

confidence: 99%

Internship Program: Does it Strengthen or Weaken Tourism Students’ motivation?

Rosita¹,

Umadi²,

Kusumah³

2019

Proceedings of the 3rd International Seminar on Tourism (ISOT 2018)

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One of the students' orientations in choosing a department in college is their future career. However, several previous studies confirmed that learning experiences can influence students' future interest in continuing their careers in line or even leave it. This study aims to investigate the influence of tourism students' internship experience on their motivation to pursue career in the tourism and hospitality industry. Respondents were 72 tourism students of Universitas Pendidikan Indonesia who have finished their internship programs in 2015. Data collection was carried out for one month in two methods by sending questionnaires to the email of each respondent and selfadministrative questionnaires. Simple linear regression was employed to analyze the data. The result showed that internship program experience did not have significance influence on students' motivation to pursue career in Tourism Industry.

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A Work Integrated Learning Partnership Model for Higher Education Graduates to Gain Employment

Cited by 14 publications

References 8 publications

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

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

The ‘Lunar Side’ of the Story: Exploring the Sustainability of Curricular Internships in Higher Education

Internship Program: Does it Strengthen or Weaken Tourism Students’ motivation?

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