How should work-integrated learning supervisors support their students? A concurrent triangulated mixed-method study

Abstract

Supervisor support is essential to the success of work-integrated learning (WIL) experiences, yet previous research suggests supervisors need more practical guidance on supporting students. This paper aims to identify the areas of supervisor support that need the most improvement through a concurrent triangulated mixed-method research design. Quantitative and qualitative data were collected via an online cross-sectional survey of co-operative education students (N = 323). Quantitative data were analyzed through importance-performance (IP) analysis and qualitative data were thematically analyzed to confirm and elaborate on the quantitative findings. The study revealed gaps between the support students want to receive and the support that supervisors offer, the largest gap concerning constructive feedback. The findings coalesced into a conceptual model of supervisor support called the 4C Model, an acronym that represents four ways supervisors should support their students: create meaningful work, communicate regularly and effectively, connect students to the organization, and care about students. The model will help WIL practitioners educate supervisors about how best to support students. © 2025 HERDSA.

Keywords

Author Keywords

Importance-performance analysis, supervision, supervisory support, work-integrated learning, co-operative education

Index Keywords

Author Affiliations

Work-Learn Institute, University of Waterloo, Waterloo, ON, Canada

Funding & Acknowledgements

No funding information

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How should work-integrated learning supervisors support their students? A concurrent triangulated mixed-method study

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