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Are work-integrated learning (WIL) students better equipped psychologically for work post-graduation than their non-work-integrated learning peers? Some initial findings from a UK university

journal contribution
posted on 28.07.2021, 01:08 by Fiona Purdie, Lisa Ward, Tina McAdieTina McAdie, Nigel King, Maureen Drysdale
Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n=716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students' confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force.

History

Volume

14

Issue

2

Start Page

117

End Page

125

Number of Pages

11

eISSN

1175-2882

ISSN

2538-1032

Publisher

New Zealand Association for Cooperative Education

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of Huddersfield, UK; St.Jerome’s University/University of Waterloo, Canada

Era Eligible

Yes

Journal

Asia-Pacific Journal of Cooperative Education