Employer understanding of Work-Integrated Learning and the challenges of engaging in work placement opportunities

Abstract

This study examines employer understanding of Work-Integrated Learning (WIL), reasons for participation and the challenges and barriers posed during the WIL process. This is important given the drive to grow WIL, augmented by the National Strategy for WIL, and the significant benefits it holds in preparing students for their transition to employment. The study was undertaken by the four publicly funded Western Australian universities, in partnership with the Chamber of Commerce and Industry of Western Australia, and is focused on work placements among business students. Findings indicate employers had very little understanding of WIL offerings at the four Business Schools. While employers generally believed that student work placements are useful for their industry sectors, a number of issues impacted on their engagement in WIL. These included identifying suitable projects and tasks for students to complete; sourcing suitable students; concerns with student performance and capacity to mentor/supervise. A combination of quantitative and qualitative research tools were used with data gathered by an employer survey (N = 112) and focus group sessions (N = 17). The study recommends a number of ways to alleviate barriers and challenges to improve the WIL experience for all stakeholders and ensure the sustained growth of WIL in the higher education sector

The potential of computer-mediated internships for higher education

“…The expertise required to develop and monitor CMIs may not be present at every HEP because faculty may have limited practical work experience (Jackson and Chapman, 2012), and their overall understanding of workplace based learning may be limited (Jackson et al, 2017). This challenge is likely to be particularly pronounced for simulated internships because faculty may find the identification of critical learning outcomes that students should develop, as well as the processes through which such outcomes maybe supported in such an environment difficult to achieve (Bayerlein, 2015;Jackson and Chapman, 2012).…”

“…Although all internship formats have the potential to reduce the existing gap between higher education and workplace practice (Candy and Crebert, 1991;De Lang and Watty, 2011;Jackson et al, 2017), the following section highlights that CMIs are likely to be able to address this gap more efficiently than traditional internships. The efficiency that HEPs may gain from CMIs stems from the potential to substantially increase the number of placement opportunities that CMIs are able to provide.…”

“…The efficiency that HEPs may gain from CMIs stems from the potential to substantially increase the number of placement opportunities that CMIs are able to provide. Given the increased number of placement opportunities for students, HEPs are able to integrate work placements more extensively into their curricula because the previously existing limitations (Brough et al, 2015;Jackson et al, 2017;Wray and McCall, 2007) in regard to the availability of placements, as well as mismatches between the geographical locations of students and placements, are largely resolved.…”

“…Degree programs with this focus are unlikely to adequately prepare students for the workplace (Bayerlein, 2015;Coll and Zegwaard, 2006;Fleming, 2008;Jackson et al, 2017), and internship experiences are, regardless of their format, thought to be a suitable way to address this gap (Knouse and Fontenot, 2008).…”

“…Given that workplace experience is an important contributor to the successful transition from education to graduate employment (Guile and Griffiths, 2001; Knouse et al, 1999), HEPs have a strong incentive to increase the amount and quality of workplace based learning opportunities for students (Jackson et al, 2017).…”