Exploring university student engagement and sense of belonging during work-integrated learning

Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in hi...

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Bibliographic Details
Published in:Journal of vocational education & training 2023-05, Vol.75 (3), p.564-585
Main Authors: Rowe, Anna D., Jackson, Denise, Fleming, Jenny
Format: Article
Language:English
Subjects:
Belonging
College Students
Colleges & universities
confidence
Employability
Employment
Employment Potential
Experiential Learning
Foreign Countries
Group experience
Higher education
Internship Programs
Learner Engagement
Learning
Outcomes of Education
Practicums
Prospects
Self Efficacy
Sense of Community
Student engagement
Students
Supervisors
transition-to-work
Work based learning
Work environment
Work Experience Programs
Work placement
work-integrated learning
Workplace learning
Workplaces
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Summary:Work-integrated learning (WIL) is recognised as a valuable pedagogical strategy for developing graduate employability, increasing employment prospects and contributing to a range of other learning outcomes. The purpose of this exploratory study was to determine the degree to which WIL students in higher education, felt they fully engaged in workplace activities and experienced a sense of belonging to their workplace environment. Further aims were to identify factors that facilitated and inhibited their engagement and belonging. Data were collected using an online survey of 151 students undertaking WIL as part of a university degree, in the contexts of business, sociology and sport, in one New Zealand and two Australian universities. Students generally felt they engaged effectively in the WIL placement environment and experienced a sense of belonging by their workplace colleagues. Qualitative responses provided insights into what facilitated and enabled engagement, with confidence identified as a key facilitator and inhibitor. Belonging was associated more with relationships and the workplace environment. When preparing university students and workplace supervisors for WIL, it is important to be aware of (and address) factors, such as confidence, that facilitate engagement and belonging in order to create opportunities that fully immerse students in the workplace community.
ISSN:1363-6820
1747-5090
DOI:10.1080/13636820.2021.1914134