Access, quality and wellbeing in engineering Work Integrated Learning placements: Implications for equity and diversity.
Access, quality and wellbeing in engineering Work Integrated Learning placements: Implications for equity and diversity is a mixed methods study which examines student engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides insights into how to guide improvement...
| Main Authors: | , , , |
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| Format: | Report |
| Language: | English |
| Published: |
National Centre for Student Equity in Higher Education, Curtin University
2019
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| Online Access: | https://www.ncsehe.edu.au/publications/engineering-work-integrated-learning-placements/ http://hdl.handle.net/20.500.11937/92787 |
| Summary: | Access, quality and wellbeing in engineering Work Integrated Learning placements:
Implications for equity and diversity is a mixed methods study which examines student
engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides
insights into how to guide improvements in engineering WIL practice, particularly in relation
to access, quality and wellbeing for students in equity groups.
This report outlines the study, its methods and findings that build on knowledge and insights
gained from a Systematic Literature Review (SLR) of international research studies and
current debates on WIL access, quality and wellbeing, engineering-specific WIL placements
and unpaid WIL. The review informed the analysis of data collected from three sources;
institutional WIL placement information, student responses to a quantitative and qualitative
online questionnaire, and semi-structured interviews with students about their WIL
placement experiences supplemented by interviews with university staff working in WIL related programs in the four participating universities. The purpose was to examine student
engineers’ narratives of their WIL placement experiences and provide insight into their
perceptions of the ease or difficulty of access, degree of placement quality, contribution to or
detraction from wellbeing, support or lack thereof; and students’ development of engineering
professional identity. |
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