Despite the good results yielded by work-integrated learning (WIL), the implementation is often hampered by significant challenges, indicate Mayombe (2022: 310), who “refers to any learning activity or programme which integrates theory with practice to provide trainees with industry experience”. Challenges relate to both (i) design and (ii) resources, as well as (iii) maintaining relationships with relevant stakeholders, who may have expectations, needs and interests different from educational institutions. WIL “refers to an educational and training approach that integrates academic and workplace practices for the joint benefit of students and workplaces”, it “allows the insertion of relevant real-world learning into the design of the curriculum that produces students who are prepared to enter the labour market and meet demands of employers”. Mayombe (2022: 311) emphasises the importance of stakeholders to commitment to play their roles for effectiveness of WIL programmes, stating that “commitment of the stakeholders is a catalytic of allocating appropriate WIL placement which facilitates opportunities for trainees to work in organisations”. Mayombe (2022: 313) indicates that “it is the responsibility of the WIL custodian to maintain relationships with key stakeholders and obtain their commitment”.
“The work-experience component of work-integrated learning [programmes] can be achieved through” different models, “characterised by flexibility in terms of the length, timing and frequency of the practical component” say Mayombe (2022: 312), for example:
- The alternating model of WIL, which comprises students alternating between months of practical work experience at their sponsoring companies, and the theoretical components at their respective learning institutions
- A mixture of alternating and parallel study, consisting of allowing students to complete the academic component (theoretical element) while at the same time work part-time at the sponsoring company. Often model of WIL entail full-time in-service training at the end of the study programme.
- Often students are required to apply to an employer for placement for a specific period, to get the relevant practical experience, sometimes with different employers or industries.
Bracken, Patton & Lindsay (2022: 481) state that work-integrated learning (WIL) is “an umbrella term for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum”, but add that the range of underpinning pedagogical approaches caused multiple terms that are often used interchangeably causing confusion, such as “practice-based learning, professional practice, problem-based-learning, experiential learning, workplace learning, and practice-based education”. The diversity of WIL is further demonstrated by a diverse range of strategies and approaches such as fully immersed in-situ work placements, projects, fieldwork, and simulations. There are further emerging innovative WIL approaches such as micro-placements, hackathons, and incubators. Dean & Campbell (2020: 357) refer to these approaches as beyond workplace-based experiences, that “moved away from requiring extensive time in workplaces to engaging students through short, authentic activities”. Green, Seaman & Smith (2022: 528) align these kinds of short-term placements with the definition of micro-placements offered by Kay et al. (2019: 405), namely “short periods in the workplace ranging from two to 10 days where students work individually or in teams on highly focused projects”, indicating that micro-placements occur in a diverse range of sectors.
The Edinburgh Chamber of Commerce issued the following news release on 24 & 29 April 2021 respectively:
Could your Business Support Edinburgh Napier University with a Micro-Placement?
Edinburgh Napier Business School are exploring introducing a 'Micro-Placement' experience for our 3rd & 4th Year Undergraduate BA (Hons) Accounting and Law students and they are interested to hear from companies who might be interested in hosting a student, over the summer period.
This will be short-term optional, extra-curricular career exploration opportunity designed to provide mutual benefit to both student and employer, with students gaining an insight into an industry related to their field of study and employers a chance to meet with ambitious students. As this is a pilot, they are very open to any suggestions that you might have! If you are interested, or would like to find out more please contact Sharon Homan-James, Employer Engagement Partner, Business School on email [email protected]
Mayombe (2022) uses the term micro-placements 27 times, indicating among other (p. 317) that students sign fixed-term contracts with the host companies, for the duration of the micro-placement. For host companies, micro-placements often serve as strategy for human resources development and recruitment of new employees. The number of academic credits for micro-placements vary based on the type and the outcome. Mentoring during and quality of micro-placements are important considerations. Sometimes micro-placements of students in host companies are converted to formal employment upon graduation. Adequate mentorship and supervision enable students “to become ready for future careers and be attractive to the prospective employers” (p. 324).
Bibliography:
Bracken, L., Patton, N. & Lindsay, E. (2022). Compulsory work-integrated learning: A solution for equity propositioning and future proofing. International Journal of Work-Integrated Learning, 23(4), 481-493. https://www.ijwil.org/files/IJWIL_23_4_527_542.pdf
Dean, B.A. & Campbell, M. (2020). Reshaping work-integrated learning in a post-COVID-19 world of work. International Journal of Work-Integrated Learning, 21(4), 356-364. https://www.ijwil.org/files/IJWIL_21_4_355_364.pdf
Edinburgh Napier Business School. (2021). Could your Business Support Edinburgh Napier University with a Micro-Placement? Plus Company Updates. Gale General OneFile, https://go.gale.com/ps/i.do?p=ITOF&u=usa_itw&id=GALE|A659693622&v=2.1&it=r&sid=summon&asid=9270b281
Green, E., Seaman, C.E. & Smith, B. (2022). Exploring localized learning during a short-term health student placement. International Journal of Work-Integrated Learning, 23(4), 527-542. https://www.ijwil.org/files/IJWIL_23_4_527_542.pdf
Iipinge, S.M., Batholmeus, P.N. & Pop. C. (2020). Using simulations to improve skills needed for work-integrated learning before and during COVID-19 in Namibia. International Journal of Work-Integrated Learning, 21(5), 531-543. https://www.ijwil.org/files/IJWIL_21_5_531_543.pdf
Kay, J., Ferns, S., Russell, L., Smith, J. & Winchester-Seeto, T. (2019). The emerging future: Innovative models of work-integrated learning. International Journal of Work-Integrated Learning, 20(4), 401-413. https://www.ijwil.org/files/IJWIL_20_4_401_413.pdf
Mayombe, C. (2022). Partnership with stakeholders as innovative model of work-integrated learning for unemployed youths. Higher Education, Skills and Work-Based Learning, 12 (2), 309-327. https://0-doi-org.oasis.unisa.ac.za/10.1108/HESWBL-03-2021-0065
Zegwaard, K.E., Pretti, T.J. & Rowe, A.D. (2020). Responding to an international crisis: The adaptability of the practice of work-integrated learning. International Journal of Work-Integrated Learning, 21(4), 317-330. https://www.ijwil.org/files/IJWIL_21_4_317_330.pdf
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