Student perceptions of their workplace preparedness:Making work-integrated learning more effective

Abstract

Higher education is undergoing generational transformation, as universities adapt to the needs of a 21st century workforce. This study investigated student perspectives of a work-integrated learning (WIL) placement program, firstly in relation to its longer-term worth since they had completed it, and secondly, with respect to its value regarding course relatedness and in enhancing their employability and/or workplace readiness. Participants answered a series of learning and career related questions, both immediately post-placement and six or more months later. Of three learning-related questions, students were generally positive about one and strongly endorsed the other two. Contrastingly, over time, students downplayed the initial value of their WIL with respect to the knowledge gained being relevant to their future careers. Students were in moderate to strong agreement with other career-related questions, notwithstanding concerns about their future employability. Implementation of a work skills development program is recommended to maximize the effectiveness of WIL.

Keywords

Author Keywords

work-integrated learning work skills development Degree-career alignment Self-perceived ability Undergraduate work placement

Index Keywords

Author Affiliations

Monash University, Melbourne, VIC, Australia

Funding & Acknowledgements

No funding information

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Student perceptions of their workplace preparedness:Making work-integrated learning more effective

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