Work-integrated learning (WIL), where it forms part of a student’s qualification requirements, typically occurs at host organizations, which are external to the university. Fleming and Hay (2021) found no previously reported empirical research about understanding potential risks associated with WIL. They observe that “how risk is defined depends on the context in which the word is being used” (p. 167) and they state that risk may simply defined as “the possibility or chance of loss, danger or injury”; or anything that affects the ability to meet objectives or goals. Risks are social constructs and influenced by personal experiences, understandings and relationships. Risks are dynamic, fluid and negotiated within various contexts. Risks could depicted on a continuum, perceived at the one end as opportunities, through to the other end where risks might be experienced as hazards or threats. Risks could further be conceptualized as issues that might either affect positively or negatively.
Work-integrated learning (WIL) may occur in a diverse range of workplaces or community settings; and depending on the curriculum model, could be structured in various ways, state Fleming and Hay (2021). There are potentially many differences, such as varied contractual arrangements between parties involved. Placements could be paid or unpaid, full time or part-time, and the length of the placement could vary considerably. Generally, hosting organizations are not paid for hosting, however in some cases government subsidise student stipends. Considering the variety, risks involved may vary considerably across disciplines and organizations.
Strategic risks are those that may impede the higher education institution’s ability to achieve its planned goals, which might be intertwined with financial and operational risks, which may impact management processes, state Fleming and Hay (2021). Risks could be defined by the “probability of occurrence, consequences of event, and the event itself” (p. 168). Key potential risk areas pertaining WIL could include “operations; health and safety; conduct; law and liability; finance; ethics; strategy and reputation”, and “if manifested, risks in WIL can have serious financial, reputational or legal consequences for the university, WIL staff, and host organizations”. The responsibility to assess and manage the risks associated with WIL is deemed a shared function of which the boundaries could easily blur, and depends on factors such as the length of placement, who organised the placement, and if the student is also an employee of the host organization.
Fleming and Hay (2021) point out that while there might be risks for both the university and host organizations, WIL students are possibly subjected to the greatest potential risks, with possibly the most serious potential consequences. “While students gain the benefits from WIL, they are also the most vulnerable in the workplace, particularly in settings where it is a requirement for graduation or professional registration” (p. 168); and consequently increasing attention to the legal rights, duties and responsibilities pertaining WIL activities.
The limited literature associated with the risks in WIL, usually discipline specific, considered for example:
- stress experienced by social work students due to the organisational environment, as well as their readiness for WIL, suitability, and the role of the educational institution in enabling the personal and profession development of students
- The experiences of nursing students with regard to ethical issues and bullying during WIL
- Incidents of inappropriate sexual behaviour that has been experienced by speech-language therapy students
Fleming, J. & Hay, K. 2021. Understanding the risks in work-integrated learning. International Journal of Work-Integrated Learning, 22(2), 167-181. Electronically accessible from https://www.ijwil.org/files/IJWIL_22_2_167_181.pdf