ABSTRACT

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.

摘要

工作整合学习（WIL）被认为是用于发展毕业生就业能力，增加就业前景并促进一系列其他学习成果的有价值的教学策略。这项探索性研究的目的是确定高等教育中的WIL学员的程度，认为他们完全从事工作场所活动并感到对工作场所环境的归属感。进一步的目标是确定促进和抑制其参与和归属的因素。数据是使用在线调查的方法，对一所新西兰大学和两所澳大利亚大学的151名在商业，社会学和体育领域内接受WIL作为大学学位的学生进行的在线调查。学生们通常认为他们有效地参与了WIL的安置环境，并感受到了工作场所同事的归属感​​。定性反应提供了有关促进和实现参与的见解，并将信心确定为关键的促进者和抑制者。财产更多地与人际关系和工作环境相关。在为大学生和工作场所主管准备进行WIL培训时，重要的是要意识到（并解决）信心等因素，这些因素有助于参与和归属感，以便创造机会使学生充分融入工作场所社区。财产更多地与人际关系和工作环境相关。在为大学生和工作场所主管准备进行WIL培训时，重要的是要意识到（并解决）信心等因素，这些因素有助于参与和归属感，以便创造机会使学生充分融入工作场所社区。财产更多地与人际关系和工作环境相关。在为大学生和工作场所主管准备进行WIL培训时，重要的是要意识到（并解决）信心等因素，这些因素有助于参与和归属感，以便创造机会使学生充分融入工作场所社区。