University student anticipation and experience of challenges and support during compulsory Work Integrated Learning components

Abstract

Work Integrated Learning (WIL) experiences are part of many university programs, taking various forms including internships and professional experiences. WIL provides students with valuable capital for future employment; however, not all students have capacity to participate in extended, unpaid placements. This may lead to financial and other stressors including financial difficulties. WIL often requires different locations and hours than regular courses, so may be problematic for students with other commitments. Inability to undertake WIL may exclude some students, reinforcing inequity or causing attrition. This study examined student perspectives of WIL, to determine the anticipated and experienced issues arising, supports utilised or desired for managing WIL, and considerations for making WIL more accessible. A survey with students across a range of disciplines at one Australian university compared perspectives of students who had yet to complete WIL with those who had already done so. Participants without WIL experience underestimated the challenges presented and overestimated the university support accessed by students. Finances were a major concern for both groups and issues often compounded, negatively affecting wellbeing. Students desired greater flexibility in WIL, along with further institutional support. Findings provide considerations for university policies and practices to improve student experiences and provide more equitable distribution of capital for students. © The Author(s) 2025.

Keywords

Author Keywords

Higher education work integrated learning equity University support Wellbeing

Index Keywords

Author Affiliations

The University of Newcastle, Australia, Callaghan, NSW, Australia

Funding & Acknowledgements

Health Sciences, University of Arizona, UAHS

Grant: P150

Funding text 1: Open Access funding enabled and organized by CAUL and its Member Institutions. This study was supported by the University of Newcastle\u2019s College of Human and Social Futures Strategic Network and Pilot Project grant at the University of Newcastle.; Funding text 2: Placements sometimes incurred additional costs for students: \u2018Expenses ran up, with food, travelling, supplies, student support materials, etc. If you do not have savings, you can't do it. If I didn't live with my parents, I would have had to defer\u2019 (P277, female, Education). Lack of financial support was a recurring issue: \u2018I just wish that the placements were better supported financially as this causes a lot of stress\u2019 (P17, female, Health Sciences) including \u2018marital stress\u2019 (P150, female, Education). Not all students qualified when support was available: \u2018I need financial aid in my placement, none was available to international students\u2019 (P37, female, Health Sciences).

Health Sciences, University of Arizona, UAHS

Funding text 1: Open Access funding enabled and organized by CAUL and its Member Institutions. This study was supported by the University of Newcastle\u2019s College of Human and Social Futures Strategic Network and Pilot Project grant at the University of Newcastle.; Funding text 2: Placements sometimes incurred additional costs for students: \u2018Expenses ran up, with food, travelling, supplies, student support materials, etc. If you do not have savings, you can't do it. If I didn't live with my parents, I would have had to defer\u2019 (P277, female, Education). Lack of financial support was a recurring issue: \u2018I just wish that the placements were better supported financially as this causes a lot of stress\u2019 (P17, female, Health Sciences) including \u2018marital stress\u2019 (P150, female, Education). Not all students qualified when support was available: \u2018I need financial aid in my placement, none was available to international students\u2019 (P37, female, Health Sciences).

References 10 References

1 Andrew, Lesley Jane, Ensuring equitable work-integrated learning opportunities for international students, Journal of University Teaching and Learning Practice, 17, 4, pp. 1-10, (2020)

2 Work Based Learning and Work Integrated Learning Fostering Engagement with Employers, (2016)

3 Student Participation in Wil in Higher Education A Three Year Review, (2023)

4 Job Ready Graduates Package, (2022)

5 2024 25 Budget New Commonwealth Prac Payment Fact Sheet, (2024)

6 Bailey, Thomas Hamilton, The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance, Higher Education Research and Development, 35, 2, pp. 201-216, (2016)

7 Bathmaker, Ann Marie, Defining 'knowledge' in vocational education qualifications in England: an analysis of key stakeholders and their constructions of knowledge, purposes and content, Journal of Vocational Education and Training, 65, 1, pp. 87-107, (2013)

8 Batistič, Saša, Networking behaviour, graduate employability: a social capital perspective, Education and Training, 59, 4, pp. 374-388, (2017)

9 Educational Experience of Low Wage Working Women Students During Covid 19 A Multiple Case Study, (2021)

10 Human Capital A Theoretical and Empirical Analysis with Special Reference to Education, (1993)

University student anticipation and experience of challenges and support during compulsory Work Integrated Learning components

How to Cite